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IMPROVING STUDENTS‟ SKILL IN WRITING RECOUNT TEXT
BY USING PEER REVIEW TECHNIQUE
(A Classroom Action Research of the Eighth Graders of SMP 4
Batang in the Academic Year of 2014/2015)
a final project
submitted in a partial fulfilment of the requirements
for the degree of Sarjana Pendidikan
in English Department
by
Candra Arifiana
2201411015
ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
SEMARANG STATE UNIVERSITY
2015
iv
MOTTO AND DEDICATION
“Allah will give you more than you‟ve expected.”
(Surah At-Taubah)
“Then which of the favours of your Lord will you deny?”
(Surah Ar-Rahman)
For my beloved family especially for my
mother, my father, my sister, my
grandma, and my aunt, and for all my
best friends.
v
ACKNOWLEDGMENTS
First and foremost, I would like to express my deepest gratitude to Allah
SWT, God the Almighty for the blessing and ease given to me in completing this
final project.
I also would like to give the biggest appreciation of mine to:
1. Prof. Dr. Dwi Rukmini, M.Pd., my first advisor, and Frimadhona Syafri,
S.Si., M.Hum., my second advisor, My examiner Sri Wahyuni, S.Pd,
M.Pd for their great guidance, constructiveadvice, and insightful
suggestions so that I am able to accomplish this final project.
2. The head of the English Department and all the lecturers in the English
Department of Semarang State University for sharing lots of priceless
knowledge and experiences.
3. Nadiyono, M.Pd., the headmaster of SMP N 4 Batang for his permission to
do the research in that school; Samai., S.Pd., the English teacher of SMP
N 4 Batang for her kindness and support during the research; and the
students of VIII D of SMP N 4 Batang in the academic year of 2014/2015
for their cooperation during the research.
4. My heroes, father and mother Dedy Suharjoyo and Menik Setyani Ds ,my
beloved sister Dian Krisna Arifiani, My lovely grandmother Hj. Widjiati,
for supporting me, for being my constant source of unconditional love, for
the sincere prayers, and for always being home for me.
vi
5. My friends who are in the same boat in finishing final project, especially
Lina, for the help, spirit, support, and togetherness.
6. And all of my wonderful friends at Rombel One and the English
Department 2011 and Emeral boarding house for the colorful days of
laugh, jokes, tears and togetherness, for always with me in any condition.
Finally, my special thanks go to everyone who has helped me in
completing my final project but I fail to mention because of space limitation. I
realize that this final project is still far from being perfect. I would welcome any
suggestions for the improvement.
Semarang, June 2015
Candra Arifiana
vii
ABSTRACT
Arifiana, Candra. 2015. Improving Students‟ Skill in Writing Recount Text by
Using Peer Review Technique (A Classroom Action Research of the Eight
Graders of SMP N 4 Batang in the Academic Year of 2014/2015). Final
Project.English Department.Faculty of Languages and Arts.Semarang State
University. Advisor 1: Prof. Dr. Dwi Rukmini, M.Pd. Advisor 2: Frimadhona
Syafri, S.S, M.Hum
Key Words: peer review technique, writing skill, action research
This study was conducted based on the fact that writing is the most
difficult skill for students to master. Students face difficulties in learning writing.
They are not sure of how to arrange sentences into good paragraphs, how to
develop their ideas, they have lack of vocabulary and tend to use only certain
words they have known in writing. They also apply incorrect grammar in their
writing. Teacher considers that teaching writing is a difficult task. This final
project is about teaching writing recount text by using peer review technique to
the eighth graders students of SMP Negeri 4 Batang in the academic year of
2014/2015. The aim of this study is to find out how peer review technique can be
implemented to improve students‟ skill in writing recount text. In order to achieve
the objectives, an action research was designed and carried out in this study.
The participants of this study were 38 students of class VIII D of SMP N 4
Batang in the academic year of 2014/2015. Questionnaire, observation sheet, and
writing tests were used as the instruments for collecting data.
The results of the study showed significant improvement of the students‟
achievement in writing recount text. It is proven by the average results in every
test; pre test (63.00), formative test (74.29), and post test (79.50). The students‟
writing skill (organization, content, grammar, punctuation, and style and quality
of expression) in each test improved, too. Moreover, the result of the observation
sheet showed that peer review technique changed the students‟ learning behavior
being better than before. Their enthusiasm during the learning process increased
in each cycle. The analysis result of questionnaire showed that peer review
technique was useful to most of students to improve their learning interest in
writing recount text. Their perception changed positively after having the
treatment. It meant that the use of peer review technique could ease their problem
in writing English especially recount text
Based on the results of those research instruments, it can be concluded that
using peer review technique as a learning technique gives the improvement to
students‟ skill in writing recount text.
viii
TABLE OF CONTENTS
Page
APPROVAL ........................................................................................... ii
PERNYATAAN ...................................................................................... iii
MOTTO AND DEDICATION .............................................................. iv
ACKNOWLEDGMENTS ........................................................................ v
ABSTRACT ............................................................................................... vii
TABLE OF CONTENTS ....................................................................... viii
LIST OF TABLES ................................................................................. xii
LIST OF FIGURES ................................................................................. xiii
LIST OF CHARTS ................................................................................... xiv
LIST OF APPENDICES ......................................................................... xv
CHAPTER
1 INTRODUCTION .................................................................. 1
1.1 Background of the Study . ........................................................ 1
1.2 Reasons for Choosing the Topic .............................................. 4
1.3 Statement of the Problems … ..................................................... 5
1.4 Objectives of the Study ........................................................... 6
1.5 Significance of the Study ............................................................ 6
1.6 Outline of the Study .................................................................... 7
2 REVIEW OF RELATED LITERATURE .......................... 8
2.1 Review of Previous Study .......................................................... 8
2.2 Review of the Theoretical of studies .......................................... 10
2.2.1 The English School-Based Curriculum in Junior High School . 10
2.2.2 General Concept of Writing ...................................................... 11
2.2.2.1 Components of Writing ............................................................. 13
2.2.2.2 Process of Writing ..................................................................... 15
2.2.3 Genre .......................................................................................... 17
2.2.3.1 Kinds of Genre .......................................................................... 17
2.2.4 Teaching Writing ........................................................................ 21
ix
2.2.5 Recount Text .............................................................................. 23
2.2.6 Peer Review Technique ............................................................. 25
2.2.6.1 General Concept of Peer Review Technique ............................. 25
2.2.6.2 Advantages of Peer Review Technique ..................................... 27
2.2.7 Characteristics of Junior High School Student .......................... 28
2.2.8 Action Research ......................................................................... 29
2.2.8.1 Definition of Action Research ................................................... 29
2.2.8.2 Steps in Action Research ............................................................ 30
2.3 Theoretical Framework............................................................... 31
3 METHODS OF INVESTIGATION .................................... 34
3.1 Research Design ......................................................................... 34
3.1.1 Pre Test ....................................................................................... 36
3.1.2 First Cycle .................................................................................. 36
3.1.3 Second Cycle .............................................................................. 38
3.2 Subject of the Study .................................................................... 39
3.2.1 Population ................................................................................... 39
3.2.2 Sample ........................................................................................ 39
3.3 Role of the Researcher ................................................................ 40
3.4 Types of Data.............................................................................. 40
3.5 Instruments for Collecting Data ................................................. 40
3.5.1 Test ............................................................................................ 41
3.5.2 Observation Sheet ...................................................................... 41
3.5.3 Questionnaire ............................................................................. 42
3.6 Procedures of Collecting Data .................................................... 43
3.6.1 Test ............................................................................................. 43
3.6.2 Observation Sheet ...................................................................... 43
3.6.3 Questionnaire .............................................................................. 44
3.7 Procedures of Analyzing Data .................................................... 44
3.7.1 Analysis of Tests ....................................................................... 44
3.7.2 Analysis of the Observation Sheet ............................................. 47
3.7.3 Analysis of Questionnaire ......................................................... 48
x
3.8 Technique of Reporting Data .................................................... 49
3.8.1 Report of the Tests Results ......................................................... 50
3.8.2 Report of the Observation Sheet Results ................................... 50
3.8.3 Report of the Questionnaire Result ............................................ 50
4 RESULTS OF THE STUDY ................................................ 51
4.1 General Description .................................................................... 51
4.2 Detail Results .............................................................................. 52
4.2.1 Pre Test ...................................................................................... 53
4.2.1.1 Result and Interpretation of Pre Test ......................................... 53
4.2.2 Implementation of Peer Review Technique .............................. 58
4.2.2.1 First Cycle ................................................................................. 58
4.2.2.1.1 First Meeting ............................................................................. 58
4.2.2.1.2 Second Meeting ......................................................................... 60
4.2.2.1.3 Result and Interpretation of the Formative Test ........................ 62
4.2.2.2 Second Cycle .............................................................................. 65
4.2.2.2.1 First Meeting .............................................................................. 65
4.2.2.2.2 Second Meeting .......................................................................... 67
4.2.2.2.3 Result and Interpretation of the Post Test .................................. 67
4.2.2.3 Result and Interpretation of Observation Sheet .......................... 73
4.2.2.3.1 The Students‟ Attention to the Teacher‟s Explanation .............. 73
4.2.2.3.2 The Students‟ Active Participation during the Lesson ............... 74
4.2.2.3.3 The Students‟ Positive Response Toward the Peer Review
Technique ................................................................................... 75
4.2.2.3.4 The Students‟ Seriousness in Writing Recount Text .................. 76
4.2.2.4 Result and Interpretation of Questionnaire ................................ 76
4.2.3 The Improvement of Students‟ Writing Skill ............................. 79
5 CONCLUSIONS AND SUGGESTIONS ............................ 82
5.1 Conclusions ............................................................................... 82
5.2 Suggestions ................................................................................ 84
xi
BIBLIOGRAPHY .................................................................................... 85
APPENDICES .......................................................................................... 87
xii
LIST OF TABLES
Table Page
Table 2.1 Standard Competence and Basic Competence of Recount
Text …………………………………………………………. 11
Table 3.1 Scoring Technique of Writing Skills Based om Brown .......... 44
Table 3.2 Observation Sheet ................................................................... 48
Table 3.3 Questionnaire .......................................................................... 49
Table 4.1 Schedule of the Research ........................................................ 52
Table 4.2 Classification of Students‟ Pre Test Score ..... ......................... 54
Table 4.3 Summary of the Pre Test Result .............................................. 55
Table 4.4 Classification of Students‟ Formative Test Score .................... 63
Table 4.5 Summary of the Formative Test Result.................................... 63
Table 4.6 Classification of Students‟ Post Test Score.............................. 69
Table 4.7 Summary of the Post Test Result ............................................. 70
Table 4.8 Students‟ Score Improvement ................................................. 80
xiii
LIST OF FIGURES
Figure Page
Figure 2.1 Cyclical of Action Research Model by
Kemmis and McTaggart ........................................................... 31
Figure 3.1 Cyclical of Action Research Model Basedon
Kemmis and McTaggart ........................................................... 35
xiv
LIST OF CHART
Chart Page
Chart 4.1 Students‟ Average Score Improvement ................................... 80
xv
LIST OF APPENDICES
Appendix Page
1. SK Dosbing ......................................................................................... 88
2. Letter (Surat Ijin Penelitian) ................................................................ 89
3. Lesson Plan for First Cycle ................................................................. 90
4. Lesson Plan for Second Cycle ............................................................. 100
5. The Evaluation Rubric ........................................................................ 109
6. Peer Review Guidelines ...................................................................... 112
7. Peer Review Sheet ............................................................................... 113
8. Observation Sheet .............................................................................. 114
9. Instrument of Pre Test ......................................................................... 116
10. Instrument of Formative Test ............................................................... 117
11. Instrument of Post Test ....................................................................... 118
12. Questionnaire Sheet ............................................................................. 119
13. Students‟ Attendance List ................................................................... 120
14. Students‟ Pre Test Result .................................................................... 122
15. Students‟ Formative Test Result ......................................................... 124
16. Students‟ Post Test Result ................................................................... 126
17. Observation Sheet in First Cycle ......................................................... 128
18. Observation Sheet in Second Cycle .................................................... 130
19. Result of Questionnaire ....................................................................... 132
20. The Result of Students‟ Writing in Pre Test ....................................... 133
21. Peer Review Technique Applied in Writing Recount Text ................. 135
22. The Result of Students‟ Exercise ........................................................ 147
23. The Result of Students‟ Writing in Formative Test ............................ 151
24. Peer Review Technique Applied in Writing Recount Text ................. 153
25. The Result of Students‟ Writing in Post Test ...................................... 169
26. Documentation .................................................................................... 171
27. Letter (Surat Keterangan Selesai Penelitian) ...................................... 174
1
CHAPTER I
INTRODUCTION
This chapter presents the background of the study, reasons for choosing the topic,
statement of the problems, objective of the study, significance of the study, and
outline of the study.
1.1 Background of the Study
English as International language has an important role in the world.
Not only used in communication, but also in transferring information. There
are four skills that students must be mastered in English they are listening,
speaking, reading, and writing. These skills have to be mastered by the
students, especially writing skill, because, according to Harmer (2004),
“Being able to write is a vital skill for „speakers‟ of a foreign language as
much as for everyone using their own first language” (p. 3). It means that
writing is the basic skill to communicate. Also, writing is used for a wide
variety of purposes. It is produced in many different forms (Harmer, 2004, p.
4). For examples, letter, book, etc. So, in everyday life, the people need to
master writing.
Amongst the four language skills, though there four skills, writing is
the most challenging skill to learn. It needs competencies of many language
aspects, including grammar, diction, cohesiveness, and vocabulary to express
the researcher opinions, thoughts, knowledges, and feelings. Furthermore,The
2
steps of writing may include planning, drafting, editing, and final draft
(Harmer, 2004, p. 5).
Through writing, people can express their idea, knowledge, and
feeling to others. In fact, many students face many difficulties when they
begin writing especially in writing recount text. For instance; the students
spend much time to think about what they will write and the words that they
should use, because they cannot get ideas quickly also they have so many
error or mistakes in their writing. It is because they practice writing text rarely
and not carefully correct their on writing. Also, they may not be able to put
their ideas cohesively in a text.
Based on the school-based curriculum in junior high school, in
English subject the students have to understand and create some short
functional texts such as procedure, descriptive, recount, narrative, and report.
In fact, students have many difficulties to write recount text. Based on the
researcher observation when the researcher had teaching practice in SMP 4
Batang class 8D, students find it difficult in writing . The students had some
difficulties in organizing the paragraph and grammatical use. There were
many mistakes in their writing in grammar, diction and also lack of
vocabulary. The problem is they are not aware or do not know the mistakes
that they have made.
The students‟ problem in writing is also caused by the difficulty of
expressing ideas in writing. It is caused by their insufficient knowledge of
language components such as vocabulary and grammar. Besides the
3
difficulties in writing itself, writing problems also exist because of the
students‟ reluctance in writing. Harmer (2004:61) states that “the students are
reluctant to write because they rarely write, even in their own language”. The
lack of writing practice makes students perform poorly in writing.
Furthermore, they are bored and uninterested with the conventional strategy
of teaching recount text which has been applied.
Because of that, the teacher should give some strategies to help
students increase or even solve their difficulties. These strategies should be
interesting in order to interest students to write. Because basically, the
students or children enjoy experimenting with writing and putting their ideas
down on paper (Linse, 2006, p. 99). Based on Linse‟s statement, students
actually have had basic interest to write. So, the teachers just need to give
some motivation or direction to develop it.
Seeing those students‟ difficulties in writing recount text and when their
teacher corrects their writing, they often just throw it away or do not see or
check it again. So, peer review is adequate technique to help students correct
their work when there was something wrong in their writing; this gives the
student the opportunity to reflect on their mistakes and make improvements to
their writing. It also shows the teacher what the learners are able to do and
what still remains difficult or unknown.
Peer review technique is an essential part of the writing process. It is
utilized between the drafting and revision stages, considering the process of
writing involves four elements: planning, drafting, editing, and final version.
4
By peer review technique, students can get the four elements in the writing
process. By applying peer review technique, it will help students to know
what the strengths are and weaknesses or what are missing from their writing
so they can revise and improve it.
Through this technique, students could exchange their writing with
their partners to check the organization in writing. Bartels (2003) states that in
peer review students read each other papers and provide feedback to the
researcher, usually answering specific questions that teacher has provided. So,
through this technique, students got good feedback to evaluate their writing
better and it was very useful for students.
From these reasons, the researcher conducts an action classroom
research about improving students‟ skill in writing recount text by using peer
review technique for the eighth graders of SMP 4 Batang in the academic year
of 2014/2015)
1.2 Reasons for Choosing the Topics
Writing is one of the basic skills of English that has to be mastered by
the students. Writing recount text is a hard activity when the students do not
have any idea what they will write. So, to teach writing, it is not enough for a
teacher just to give an explanation to his/her students and ask them to do
something, but how the students‟ can write the recount text correctly.
Sometimes students do not recheck their papers nor identify the mistakes they
have made even after the teacher corrected and gave the papers back, they just
5
forget them. The students had some difficulties in organizing the paragraph
and grammar. Therefore, the teacher needs an enjoyable technique that can
interest the students. In this study, the researcher applies peer review
technique.
Seeing the problem above, the topic “improving students‟ writing
recount text by using peer review technique” is chose. This technique offer
some eases to the students. This technique can facilitate the students to make
self improvement when correcting their classmates‟ text. The technique helps
students to aware the mistakes that they have made. By using peer review it
will be more interesting, and helps students deeply understand what they will
write because they must do peer review by reading and correcting their
classmates‟ text. It will help the students to share their creative works with
peers for constructive feedback and then use the feedback to revise and improve
their work.
1.3 Statement of the Problems.
Based on the background above, the researcher in this study
formulates the problem as follows.
1. What are the problems faced by eighth graders students in writing recount
text?
2. How is the proposed technique implemented in this study?
3. How does peer review technique improve students‟ skill in writing recount
text?
6
1.4 Objectives of the Study
Based on the research problems above, the objectives of this study
are.
1. to find out the problems faced by eighth graders in writing recount text.
2. to describe how the proposed technique is implemented in this study.
3. to explain how peer review technique improve the students‟ writing skill
of recount text.
1.5 Significance of the Study
The result of the action research is expected to be able to give
some advantages for the students, the students, the teacher, and the
researcher.
1. For the students
This research will be able for the students to improve students‟
writing Recount text ability by the enjoyable technique.
2. For the teacher
The teacher can improve his/her ability to make innovation and
effective techniques of teaching writing. It is also enriches teacher‟s
technique to teach writing so that his/her problems that faced in the
classroom can be solved.
7
3. For the researcher
The researcher hopes that she can get new knowledge and can
apply the technique discussed in this study in the teaching and learning
process.
1.6 Outline of the Study
This final project is organized into 5 chapters that can be presented as follows:
Chapter I presents introduction which comprises background of the study, reasons
for choosing the topic, statements of the problems, objectives of the study,
significance of the study, and outline of the study.
Chapter II presents review of related literature which comprises review of
previous studies, review of theoretical studies, and theoretical framework.
Chapter III discusses the method of investigation which covers research design,
subject of the study, instruments for collecting the data, procedures of collecting
the data, and method of analyzing the data.
Chapter IV exposes the research result and discussion of this study including
description of the research, analysis of pre-test, analysis of first cycle, analysis of
second cycle, analysis of post-test, improvement of the students‟ writing ability,
analysis of non-test instruments and research findings.
Finally, chapter V contains the conclusions and the suggestions of this study.
8
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter shows some theories that encourage this study. It consists of
review of previous studies, review of the theoretical studies, and theoretical
framework. In review of previous study, there are some final projects related to
this study that had been conducted by older students. Moreover, there are some
opinions or definition from experts of the terms and theories that are used in this
study. Theoretical framework presents how the researcher conducts the research.
2.1 Review of the Previous Studies
There are several previous studies doing research in improving students‟ recount
text. The first was Farid Helmi in 2012 conducted a research entitled “Improving
Students‟ Skill in Writing Recount Text by Using A Personal Letter”. He
conducted a classroom action research to the tenth graders of MASS Proto
Pekalongan in the academic year of 2011/2012. He used a personal letter as media
in teaching writing recount text. Based on the result of the research that had been
done in two cycles (cycle I and cycle II), it can be taken the conclusions that there
is an improvement. The students‟ skill in writing recount text improved after
being taught by using personal letter. The implementation of personal letter as a
learning aid to improve students‟ ability in writing recount text was very effective.
It was supported by the significance result of students score in the pre-cycle
9
(55.5), Cycle I (65.7) and Cycle II (72.21).It was resulted that a personal letter can
improve students‟ skill in writing recount text.
The second research was conducted by Dwi Nur Indah in 2010 entitled
“Improving Writing Recount Text by Using Photographs”. Photographs is a
picture of a person or scene in the form of a print or transparent slide, recorded by
a camera on light sensitive material, usually capture past events and a help
students remember detail about people, place and events. She conducted a case
study to the eleventh year students of SMA Negeri Batangan Pati in the academic
year of 2009/2010. They were consisted of two classes, experimental and
controlled class. Both of those classes were given pre-test. The experimental class
was given a treatment using photographs and the other class, control class was not
using photographs. The average score of the students who were taught writing
recount text by using photographs is 76. 8. In the table of achievement it is on the
range of 71- 80 which is categorized as good. Therefore the students‟
achievements who were taught writing recount text by using photographs is good.
The result also improves students‟ in writing recount text. The average score of
the students who were taught writing recount text without photographs is 64. In
the table of achievement it is on the range of 61- 70 which is categorized as fair.
Therefore the students` achievements who were taught writing recount text
without using photographs is fair. It means that using photographs in teaching
writing recount text to the eleventh year students of SMA N 1 Batangan Pati in
the academic year 2009/2010 is effective.
10
Another previous research was conducted by Arini (2012) entitled “Using
Peer Editing and Revising in Process Approach to Improve the Students' Ability
in Writing Argumentative Essay at Lambung Mangkurat University”. The result
of the study showed that the use of peer editing and revising strategy can improve
the students' writing ability in writing argumentative essay.
Related to the previous studies, the researcher uses Peer Review technique
to support the learning process to create recount text. Peer Review means
responding with appreciation and positive feedback to your classmates‟ writing. It
is an important part because it can help the students become aware of his or her
reader when writing and revising and help students become more sensitive to
problems in their writing and more confident in correcting the mistakes. It is easy
and interesting techniquethat does not need long preparation, much money, and
difficult properties. By applying peer review, the students will not only learn how
to correct their classmates‟ writing but also they ill aware of their own mistakes.
Therefore, Peer Review is an appropriate technique to improve students‟ skill in
writing recount text.
2.2 Review of the Theoretical of Studies
2.2.1 The English School-Based Curriculum in Junior High School
According to School-Based Curriculum for Junior High School, one of
range English subject is the ability to understand and create some kinds of short
functional texts, monologues, and essays in the form of procedure, descriptive,
recount, narrative, and report. One of writing skills which must be mastered by the
11
students is writing recount text. In this research, the researcher focuses on recount
text in eighth grade students of Junior High School. The standard competence and
basic competence are stated below:
Standard Competence Basic Competence
Writing
12. Expressing meaning in short
functional text and short essay in the
form of recount and narrative to
interact with society.
12.2 expressing meaning and rhetoric
step in simple short functional text
using written language accurately,
fluently, and acceptable to interact
with society in the form of recount and
narrative.
Table 2.1 Standard Competence and Basic Competence of Recount Text
Based on KTSP, there are three kinds of texts taught in the eighth
graders of junior high school that are: descriptive, narrative, and recount text.
Recount text is one of the texts that should be mastered by the eighth grade
students of senior high school. The table above displays the competence standard
and basic competence in teaching writing recount text for junior high school based
on KTSP for the eighth grade.
2.2.2 General Concept of Writing
According to Sokolik in Linse (2006), writing is a combination of process and
product. The process refers to the act of gathering ideas and working with them
until they are presented in a manner that is polished and comprehensible to
readers (Linse, 2006, p. 98). It means that firstly the researcher should have ideas
and then express them into a text that can be understood by the readers. According
12
to Raimes (1983) states that writing is not just speech written down on paper. It
means that writing is a form of the written language generally demands standard
forms of grammar, organization, and vocabulary.
According to Harmer (2004, p. 4), writing process is the stages a writer
goes through in order to produce something in its final written form. So, after a
writer writes something, it will produce a product such as letters, essays, novels,
texts, paragraphs, reports, etc.
According to Diana (2007, p. 7) writing as seen as a skill that was
essentially learned, not taught, and the teacher‟s role was to be non-directive,
facilitating writing through an encouraging and cooperative environment with
minimal interference. The purposes of writing according to Reid (2000, p. 8) there
are three general purposes of writing, and they can all occur in a single essay,
although usually one of the purposes is dominant:
1. To explain (educate, inform)
2. To entertain (amuse, give pleasure)
3. To persuade (convince, change the reader‟s mind)
The one important outcome of improved writing is students‟ ability to use
it as a tool for understanding and analyzing subject-matter information (Graham
and Perin, 2007, p. 28). Writing is very important used to understand any
information in everyday life.
Calderonello and Edwards (1986: 5) state:
“Writing is a recursive process. Writing is not simply a matter of putting words
together. Writers behave recursively; that is, a writer must often double back
while writing-altering content, making changes in organization and wording,
rethinking a text at every level-in order to communicate his or her intention to the
reader.”
13
While in the process of developing a final text, a writer may produce a
series of drafts. Writing is a skill that can be revised by other people when the
writing is done on a piece of paper. If there are still some mistakes in the writing,
they can revise the mistakes to make their writing be better. In general, students
could also correct their mistakes in writing, such as grammar, spelling, and
organization. Katz in Reid (1993) argues that writing is mainly a subject of
correcting. The student‟s writing is corrected by their classmates to improve their
writing. In writing, the students should have a good ability to make a good
writing.
Writing is one of the most difficult language skills. In constructing a good
writing, we need a complex process and procedure in order to make the readers
understand about the information.
2.2.2.1 Components of Writing
To create a good writing, a writer has to pay attention in all components of
writing, for example the topic sentences, supporting sentences, coherence,
cohesion, unity, and completeness of the paragraph. The components of writing
are explained by Boardman (2002:19-47):
(1) Topic sentences
A topic sentence is the most important sentence in a paragraph because it contains
the main idea of the paragraph. A good topic sentence has two parts: the topic and
the controlling idea.
14
(2) Supporting sentences
The supporting sentences support the topic sentence. The common ways to
support a topic sentence are to use facts or statistics, examples and personal
experiences.
(3) Coherence
A coherence paragraph is made up of sentences that are ordered according to a
principle. The principle changes depending on the type of paragraph that you are
writing. The three types of ordering are chronological ordering, spatial ordering,
and logical ordering.
(4) Cohesion
A paragraph has cohesion when all the supporting sentences “stick together” in
their support of the topic sentence. The methods of connecting sentences to each
other are called cohesive devices. Five important cohesive devices are linking
words, personal pronouns, definite articles, demonstrative pronouns, and
synonyms.
(5) Unity
A paragraph has unity when all the supporting sentences relate to the topic
sentence.
15
(6) Completeness
A paragraph is complete when it has all the major supporting sentences it needs to
fully explain the topic sentence and all the minor supporting sentences it needs to
explain each major supporting sentence.
In writing when we want a good writing, we should complete those
components. It makes the product of writing complete and good, topic sentences,
supporting sentences, coherence, cohesion, unity, and completeness of the
paragraph have to be related to each other.
2.2.2.2 Process of Writing
Writing is a difficult activity for students. According to Harmer (2004) there are
four stages of writing process, the following are the explanation of each stage:
1. Planning
It is the first stage before students start their writing. This stage helps
students to generate ideas in their writing. Before starting to write or type, they try
and decide what it is they are going to say. The purpose of this stage is to explore
their ideas and only need a little time to think what the ideas (brainstorming).
2. Drafting
We can refer to the first version of a piece of writing as a draft. During the
drafting stage, students should concentrate on getting their ideas on paper,
organizing their information logically, and developing their topic with enough
16
details. As the writing process proceeds into editing, a number of drafts may be
produced on the way to the final version.
3. Editing (reflecting and revising)
Once writers have produced a draft they then, usually, read through what
they have written to see where it works and where is doesn‟t. Perhaps the order of
the information is not clear. Perhaps the way something is written is ambiguous or
confusing. They may then move paragraphs around or write a new introduction.
Reflecting and revising are often helped by other readers who comment
and make suggestions. Another reader‟s reaction to a piece of writing will help the
author to make appropriate revisions.
5. Final Version
It is the last stage in writing process. Once writers have edited their draft,
making the changes they consider to be necessary, they produce their final
version. This may look considerably different from both the original plan and the
first draft, because things have changed in the editing process.
From those stages above, it can be concluded that writing begins with
designing a plan, gathering the ideas that will be constructed into the first draft.
Then, the draft should be re-read and edited with the appropriate changes to make
a good final version.
17
2.2.3 Genre
According to Gerot and Wignell (1994), A genre can defined as a culturally
specific text-type which result from using language (written or spoken) to helps
accomplish something.
Meanwhile, Diane (2004: 4) states:
“Genre is a term for grouping texts together, representing how writers typically
use language to respond to recurring situations. The concept of genre is based on
the idea that members of a community usually have little difficulty in recognizing
similarities in the texts they use frequently and are able to draw on their repeated
experiences with such texts to read, understand, and perhaps write them relatively
easily.”
2.2.3.1 Kinds of Genre
A number of genres are mentioned by Gerot and Wignell (1994:192-219):
(1) Spoof
The social function is to retell an event with a humorous twist. The generic
structure in spoof is orientation (sets the scene), events (tell what happened), and
twist (provides the punch line).
(2) Recounts
The social function is to retell events for the purpose of informing or entertaining.
The generic structure in recount is orientation (provides the setting and introduces
participants), events (tell what happened, in what sequence), and re-orientation
(optional-closure of events).
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(3) Reports
The social function is to describe the way things are, with reference to a range of
natural, man-made and social phenomena in our environment. The generic
structure in report is general classification (tells what the phenomenon under
discussion is), and description (tells what the phenomenon under discussion is like
in terms of parts, qualities, and habits or behaviour.
(4) Analytical Exposition
The social function is to persuade the reader or listener that something is the case.
The generic structure in analytical exposition is thesis (introduces topic and
indicates writer‟s position, outlines the main arguments to be presented),
arguments (restates main argument outlined in thesis, develops and supports each
point/argument), and reiteration (restate writer‟s position).
(5) News Item
The social function is to inform readers, listeners or viewers about events of the
day which are considered newsworthy or important. The generic structure in news
item is newsworthy event (recounts the event in summary form), background
events (elaborate what happened, to whom, in what circumstances), and sources
(comments by participants in, witnesses to and authorities expert on the event).
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(6) Anecdote
The social function is to share with others an account of an unusual or amusing
incident. The generic structure in anecdote is abstract (signals the retelling of an
unusual incident), orientation (sets the scene), crisis (provides details of the
unusual incident), reaction (reaction to crisis), and coda (optional; reflection on or
evaluation of the incident).
(7) Narrative
The social function is to amuse, entertain and to deal with actual or vicarious
experience in different ways; Narratives deal with problematic events which lead
to a crisis or turning point of some kind, which in turn finds a resolution. The
generic structure in narrative is orientation (sets the scene and introduces the
participants), evaluation (a stepping back to evaluate the plight), complication (a
crisis arises), resolution (the crisis is resolved, for better or for worse), and re-
orientation (optional).
(8) Procedure
The social function is to describe how something is accomplished through a
sequence of actions or steps. The generic structure in procedure is goal, materials,
and the steps.
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(9) Description
The social function is to describe a particular person, place or thing. The generic
structure in description is identification (identifies phenomenon to be discussed)
and description (describes parts, qualities, characteristics).
(10) Hortatory Exposition
The social function is to persuade the reader or listener that something should or
should not be the case. The generic structure in hortatory exposition is thesis
(announcement of issue of concern), arguments (reasons for concern, leading to
recommendation), and recommendation (statement of what ought or not to
happen).
(11) Explanation
The social function is to explain the processes involved in the formation or
workings of natural or socio cultural phenomena. The generic structure in
explanation is a general statement to position the reader and a sequenced
explanation of why or how something occurs.
(12) Discussion
The social function is to present (at least) two points of view about an issue. The
generic structure in discussion is issue (statement and preview), arguments for and
against or statements of differing points of view, and conclusion or
recommendation.
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(13) Reviews
The social function is to critique an art work or event for a public audience. Such
works of art include movies, TV shows, books, plays, operas, recordings,
exhibitions, concerts and ballets. The generic structure in review is orientation,
interpretative recount, evaluation, and evaluative summation.
Those are types of genres. In this research, the researcher chooses recount
text as the material used. Recount text is a text that tells story or experience the
researcher itself in the past.
2.2.4 Teaching Writing
According to Harmer (2004:31) Writing (as one of the four skills of listening,
speaking, reading, and writing) has always formed part of the syllabus in the
teaching English. However, it can be used for a variety of purposes, ranging from
being merely a backup for grammar teaching to a major syllabus strand in its own
right, where mastering the ability to write effectively is seen as a key objective for
learners. When helping the students to become better writers, teachers have a
number of crucial tasks to perform. This is especially true when students are doing
writing-for-writing activities, where they may be reluctant to express themselves
or have difficulty finding ways and means of expressing themselves to their
satisfaction. Related to the implications for learning and teaching, we also need to
concentrate on the process of writing; and this regard, there are a number of
strategies we need to consider:
22
(1) The way we get students to plan
Before getting students to write we can encourage them to think about what they
are going to write – by planning the content and sequence of what they will put
down on paper. There are various ways of doing this including, at one end of the
scale, brainstorming (where students in pairs or groups come up with as many
ideas as they can through discussion) to more guided tasks where the teacher or
the course book includes a number of activities which lead students to plan for a
forthcoming task.
(2) The way we encourage them to draft, reflect, and revise
Students who are unused to process-writing lessons will need to be encouraged to
reflect on what they have written, learning how to treat first drafts as first attempts
and not as finished products. On way of encouraging drafting, reflection, and
revision is to have students involved in collaborative writing. A pair or group of
students working together on a piece of writing can respond to each other‟s ideas
(both in terms of language and content), making suggestions for changes, and so
contributing to the success of finished product.
(3) The way we respond to our students‟ writing
In order for a process-writing approach to work well, some teachers may need to
rethink the way in which they react to their students‟ work. In place of making
corrections to a finished version, they will need, at times, to respond to a work-in-
progress.
23
Based on the strategies, it is expected that the teacher can apply them to
make the students feel enjoyable in the writing process and create an effective
teaching and learning.
2.2.5 Recount Text
According to Anderson (1997: 48) a recount is speaking or writing about
past events or a piece of text that retells past events, usually in the order which
they happened. In this study, students are assigned to write a recount text. Gerot
and Wignell (1994:194) found that recount text has social function, generic
structure, and linguistic features that are as follows:
a. Social function of recount text is to retell events for the purpose of
informing or entertaining.
b. Generic structure:
1) Orientation provides the setting and introduces participants. It
tells who was involved, what happened, where the events took
place, and when it happened.
2) Events tells what happened and in what sequence.
3) Re-orientation consists of optional-closure of events.
c. Linguistic features
1) Focus on specific participants
2) Use of material processes
3) Circumstances of time and place
4) Use of past tense
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5) Focus on temporal sequence
Example of recount text:
My Adventure at Leang Cave
Orientation
On Sunday, my parents, my best fruend Novi, and I visited a cave at
Maros called Leang-leang . It was my first time to visit the cave, better
yet, my best friend came to visit it with me!
Event 1
The cave was famous for its primitive cave wall paintings which
were some hand prints and wild boar paintings. The cave and its
surroundings was turned into a national park, so it was taken care of. My
parents took a rest in a small hut for visitors of the park, while Novi and I
adventured around the cave with a guide. We had to climb some metal
stairs to get to the cave, because the cave was embedded into a small
mountain. Next stop was a place where some seashells littered the ground
and some were actually piled into a big mound! The guide said that these
piles of seashells are called kjokkenmoddinger, or kitchen trash.
Event 2
The humans who lived here ate the shells and dumped the left
overs in their „kitchen‟. The last place was a small museum where they
have skeletons of the humans who lived in the caves. The skeletons along
25
with some roughly made jewelry and weapons were placed inside glass
cases for display. The walls of the museum were adorned with
photographs taken when they did an excavation there.
Reorientation
After a quick lunch with Novi and my parents, we decided it was
time to go back home. We really had the time of our lives!
(https://thinkquantum.wordpress.com/2009/11/11/recount-text/)
Recount text is kind of genre text which the purpose is to amuse and
entertain the readers or listener about past events. It is about past activities or
experiences so to tell the story it uses simple past tense. The story tells in 3 parts,
orientation, sequences of events and reorientation. The text is started by
orientation that introduce who, where, when the story happened, sequences of
events that tells the events orderly and ended by the researcher comment as the
ending of the story in reorientation stage.
2.2.6 Peer Review Technique
2.2.6.1 General Concept of Peer Review
Peer review is one of techniques in teaching writing. It is very important in
writing process. Bartels (2003) states that peer review is also referred to as peer
editing, peer response, peer evaluation, and peer feedback, in which students read
each other's writing and provide feedback to the researcher. Peer review is an
activity in process of students‟ writing to responding to each other‟s writing.
26
In general, peer review involves student‟s interaction in learning process.
Liu and Hansen (2005) stated that peer review is an interaction which involves
students to exchange information. In addition, the students have a roles and
responsibilities in commenting on and critiquing each other‟s writing in both
written and oral formats in the process of writing.
According to Hutton in techtv.mit.edu, Having students give feedback to
one another on their papers can have many advantages: the students get
opportunities to develop their ability to give constructive feedback, they receive
advice on their drafts, they have a broader audience for their work than just a
single instructor, and they see different approaches other students have taken in
responding to an assignment.
From those theories above, it can be concluded that peer review is one of
the good techniques in teaching writing. It involves students as the main part of
teaching learning process. They have to be more creative and more critical by
giving a constructive feedback to other peers and allow them to evaluate their
organization, context, grammar, punctuation and spelling, and style.
In the context of the study, the steps of conducting peer review are
arranged as follows:
1) Students are given the procedure of peer review.
In this step, teacher explains how to do peer review and ensure that the students
understand it. This activity involves explaining, demonstrating and especially
modelling on how to peer review.
27
2) Students are asked to write the first draft of recount text based on the given
topic.
3) Students are asked to conduct peer review in pairs, exchanging their first draft
one with another.
In this step, teacher asks the students to work in pairs. Each student read and
reviews their classmates‟ draft. The teacher‟s moving around to check whether
or not the peer review technique is good applied.
4) Students are asked to deliver feedback on a peer review.
In this step, the students make comments and suggestions after reading their
classmates‟ draft. The students focus on aspects of organization, content,
grammar, punctuation and spelling, and Style of quality expression.
5) Students are asked to return the first draft and guideline sheets to the owner.
6) Students are asked to rewrite their recount text based on their peer feedback.
2.2.6.2 Advantages of Peer Review Technique
According to Harmer (2004), peer review is a valuable element in the writing
process. It has the advantage of encouraging students to work collaboratively,
something which, in a group, we went to foster. It is also gets round the problem
of students reacting too passively to teacher responses. Peer review, therefore, is
less authoritarian than teacher review, and helps students to view both colleagues
and teachers as collaborators rather than evaluators. Students will need guidance
from their teacher so that they know what to look at when they read their
classmates‟ work.
28
In conclusion, it can be said that peer review gives benefits to the students
both the researchers and the reviewers. They learn how to give and get
constructive comments and suggestions. Students more confidence when they
submit their writing to their teacher because it had been improved by revising
their first draft after exchanging one to each other with their classmates and get
constructive feedbacks.
2.2.7 Characteristics of Junior High School 4 Batang
Junior High School 4 Semarang is located on Jalan Pemuda, Batang. It is one of
the best junior high school in Batang. They are between 12 and 14 years old. In
their ages, they have high curiosity about new things in academic or non-
academic. They have their own characteristics that cannot be compared to others.
Junior High School 4 Batang has enough facilities to support the students
in learning process, they learn all for basic skills. For examples, in learning
speaking they have language laboratory, in reading they have a library that
provide English books, for speaking they have English club. Unfortunately, in
learning writing they have not any special facilities. In learning writing,
sometimes they have difficulties in the writing process like lack of vocabulary and
having difficulties in using the correct tenses.
29
2.2.8 Action Research
In this study, I use an action research design. Therefore, brief descriptions about
action research including the definition and the steps to do in action research are
explained below.
2.2.8.1 Definition of Action Research
In this study the researcher uses an action research design and here are some
definitions of action research by the experts.
Arikunto (2014:3) mentioned that a classroom action research is an
observation toward the teaching and learning process in the classroom. The
research is given by the teacher toward the students. While Celce (2001:490)
stated that, “action research is an approach to collect and interpreting data that
involves a clear, repeated cycle of procedure. Otherwise, John Elliott (1991)
defines action research as:
“Action research is the process through which teachers collaborate in
evaluating their practice jointly; raise awareness of their personal theory;
articulate a shared conception of values; try out new strategies to render the
values expressed in their practice more consistent with educational values
they espouse; record their work in a form which is readily available to and
understandable by other teachers; and thus develop a shared theory of
teaching by research practice.”
While Glanz in Listanto (2010:17) states that ―action research is a form of
disciplined inquiry that impacts directly on a teacher's practice and empowers
them to renew their classrooms and promote instructional improvement. From the
statements above, it can be said that action research is done by the teacher in order
to solve particular problem which is faced by the students in the classroom. By
30
conducting action research, hopefully the teachers can improve their way of
teaching which brings beneficial advantages to their students.
2.2.8.2 Steps in Action Research
The research will be conducted as action research and will use the figure
based on Kemmis and McTaggart in Arikunto (2006: 92) defines that in action
research will have four steps. The steps are:
(1) Planning
In this step, the researcher should identifies the issue or the problem, and
develop a plan in order to bring the improvement in particular area of the research
context.
(2) Acting
The researcher should execute the plan he/she made before. This is the
implementation of the previous step.
(3) Observing
Here, the researcher observes the data collection during the action step. The
step is used to find out the improvement through the action.
(4) Reflecting.
The researcher evaluates the treatment‟s implementation. The result of the
reflection will be the way, whether the research will be repeated or not. Those
steps can be drawn in this graphic:
31
Figure 2.1: Cyclical of Action Research Model by Kemmis and McTaggart
In one cycle, there are four steps; planning, acting, observing and reflecting. In
this research the researcher planned to use two cycles. It means that if first cycle
not give any significant improvement, so the second cycle will revise the problem
that hasn‟t been solved in the first cycle.
2.3 Theoretical Framework
This study is conducted as an effort to improve the students‟ skill in writing
recount text. The research method that was used in this study was a classroom
action research method with two cycles. There were four steps in each cycles, they
were planning, acting, observing, and reflecting. The subject of this study is 38
students of VIII D Class in SMP N 4 Batang. The technique used in this study was
Peer Review.
32
The instruments of this study were questionnaires, observation sheet, and a
series of writing tests. The writing tests were conducted in the pre cycle test, first
cycle, and second cycle. Writing test in pre cycle test was given at the first
meeting to find out the students‟ competence in writing recount text. Writing test
in cycle I was given at the end of cycle I to find out the students‟ progress in
writing recount text using peer review. Writing test in cycle II was given at the
end of cycle II as a post test to measure the students‟ improvement. The researcher
analyzed the tests to know the significant improvement in writing recount text
after using peer review technique. The researcher used observation sheet to know
the students‟ participation during the treatment as given, also gave the students
questionnaire to know the students‟ opinion towards peer review technique. The
framework of the present study can be seen in the following scheme:
33
2.2 The Scheme of Theoretical Framework
Cycle I
Classroom Action Research
Cycle II
Planning
Acting
Observing
Reflecting
Post Test
Writing Recount
Text
Peer Review
conducted as an
effort to improve
the students‟
achievement in
writing recount
text. The research
method that was
used in this study
was a classroom
action research
method with two
cycles. There were
four steps in each
cycles, they were
planning, acting,
observing, and
reflecting. The
subject in this
study is the 8A
students in SMP N
3 Cilacap. The
strategy used in
this study was
Think-Talk-Write
strategy. Think-
Planning
Acting
Observing
Reflecting
Pre Test
34
CHAPTER III
METHODS OF INVESTIGATION
This chapter provides methods of investigation that consists of research design,
subject of the study, instruments for collecting the data, methods of collecting the
data, and methods of analyzing the data. The descriptions of them are presented
below:
3.1 Research Design
The type of research which was applied in this study was action research. Mills
(2000:21) states that action research is systematic inquiry that is done by teachers
(or other individuals in the teaching or learning environment) to gather
information and subsequently improve the ways of teachers‟ teachings and how
well their students learn. John Elliott (1991) stated that Action research might be
defined as the study of social situation with a view to improving the quality of
action within it. It might be defined as an educational study which uses some
actions to solve the students‟ problem during the teaching and learning process.
Otherwise, Wallace (1991: 56-7) says:
Action research can have 'specific and immediate outcome which can be
directly related to practice in the teacher's own context' and is 'an extension
of the normal reflective practice of many teachers, but it is slightly more
rigorous and might conceivably lead to more effective outcomes'.
From the definitions above, it can be concluded that action research is a
research which is done by the teacher or other individuals in the teaching and
learning process to solve the problem faced by the students.
35
This action research was conducted into cycle models based on the model
of Kemmis (1990) cited in Mills (2000). The models describe the process of
action research as a series of cycling activities, each cycle involves four stages of
activities. They are planning, acting, observing, and reflecting. The design is
illustrated in following figure.
Figure 3.1 Cyclical AR model based on Kemiis and McTaggart
In this action research, there were two cycles; first cycle and second cycle.
Before conducting cycle 1, I gave pre-cycle test to the students‟ also post-cycle
36
test and questionnaire in the end of cycle 2. The detail of all steps can be
elaborated as follows:
3.1.1 Pre Test
At the first meeting of the research, the researcher gave a pre test to the
students. Pre cycle test was conducted before the researcher gave them the
treatment which is teaching writing recount text using peer review technique. The
test was aimed to measure the students‟ basic skill of writing recount text before
givinf them the treatment. This test asked students to create a recount text about
their unforgettable experience. Then, the researcher scored and analyzed the result
of pre cycle test to determine the students‟ difficulties in writing recount text.
3.1.2 First Cycle
First Cycle test was done in second meeting. In this meeting, the researcher
applied Peer Review technique in teaching writing recount text. The researcher
gave some treatment to the students related to the materials. There were four steps
in conducting cycle 1.
3.1.2.1 Planning
In this activity, a researcher needed to prepare what the researcher needs before
doing this action research. This plan was used to get the optimum result. The
researcher planned some activities:
(1) Preparing teaching and learning material about recount text and peer review
technique, designing a lesson plan suitable with the action at the classroom;
37
(2) Preparing the instrument both test and non-test to measure the students‟
mastery of the material.
3.1.2.2 Acting
After planning, the researcher did the action in the classroom. In this activity, the
researcher explained materials of recount text, the generic structure and the lexico
grammatical features of recount text. The researcher also explained the peer
review and its procedure in order to make the students able to practice this
technique in writing. Then, they started to write of recount and applied peer
review technique.
3.1.2.3 Observing
In this phase, students were observed. The observation mainly focused on
the students‟ activities in teaching learning process while the teaching and
learning process in the classroom, the researcher observed all happened in the
classroom. The researcher used observation sheet which prepared in planning
stage. Observation sheet is used to know the students‟ behaviour during the
teaching learning process when the treatment was given. The results of
observation in first cycle helped me to determine the action in second cycle.
3.1.2.4 Reflecting
Reflecting is the analysis of the observation result and evaluation during the first
cycle. I tried to analyze the difficulties that students faced, also the improvement
of students‟ writing after being treated by using peer review. The problems in the
first cycle that have not been solved will be discussed on the next cycle.
38
3.1.3 Second Cycle
The researcher did the second cycle after first cycle was done. The
activities in second cycle were similar with the activities in first cycle before but
with some revision after doing reflection in first cycle. Those activities were:
3.1.3.1 Planning
The planning in second cycle was based on the result of the first cycle. The
planning was made to make improvement of the teaching writing recount text by
using peer review technique and it was hoped to solve the problems or
weaknesses in first cycle. The researcher designed the lesson plans, materials for
teaching recount text, and a post test.
3.1.3.2 Acting
The action in second cycle was conducted by giving feedback on the first cycle‟s
result. Learning process in second cycle offered the solutions of the problems
faced by the students when they used peer review in writing recount texts. In this
phase, the researcher also conducted the post test. The students were asked to
write a recount text based on the given topic. The researcher also gave them
questionnaire sheet to obtain some information about their perception on using
peer review in teaching writing a recount text.
3.1.3.3 Observing
In this phase, the researcher collected and analyzed the students‟ data gathered
during the stage of acting. The purpose of this step was to know whether the result
of actions that the researcher conducted give contribution to the students.
Observation was cone while conducted the treatment. The researcher used same
39
observation sheet which the researcher used in first cycle to observe the students‟
behavior in second cycle. The researcher observed whether they did some
improvement or not.
3.1.3.4 Reflecting
It was an activity which was purposed to find out significant progress of first
cycle and second cycle. Furthermore, after getting data from second cycle test or
post test then the researcher analyzed it to to know whether or not there was a
significant improvement of the students‟ recount text.
3.2 Subject of the Study
3.2.1 Population
Population is a very important element in conducting a research. According to
Arikunto (2006: 130), a population is the entire subject in a research. Best
(1981:8) states that population is any group of individuals that have one or more
characteristics in common that are interesting to the researcher. Based on those
definitions, the researcher could conclude that the population of this research is
eight grade students in SMP N 4 Batang in the academic year 2014/2015. The
eight grade students is divided into 7 classes, the population of these classes is
242 students.
3.2.2 Sample
The number of population explained above is quite big, so in conducting the
research, the researcher having difficulty to use all of the population, so the
40
researcher selected the sample. Arikunto (2006:131) states that a sample is a part
or the representative of population that is investigated.
The researcher took one class of seven classes of eight grade students.
The class chosen was 8D which consists of 38 students, 20 boys and 18 girls.
3.3 Role of the Researcher
In this classroom action research, the researcher had a role as a temporary teacher
who applied Peer Review in teaching and learning English to improve students‟
skill in writing recount text. The researcher did some activities which begin from
giving pre-cycle test till questionnaire. After collecting the data, the researcher
analyzed them and took the conclusion then. It could be said that the researcher
played role as data collector.
3.4 Types of Data
In order to support this research, the researcher used some instruments to collect
the data. This study used qualitative data. The qualitative data were obtained from
the pre-cycle test, first cycle test and second cycle test as a post test, observation
sheet, and questionnaire.
3.5 Instruments for Collecting Data
After I knew exactly what to be observed from which the data were gathered, the
next step was deciding the instrument. Arikunto (2006: 149) states that instrument
is any kind of tool that is used to collect data during a research. Therefore, it
41
becomes the most important part of a research since from the instrument; the
researcher gathered the data to analyzed and interpreted. The instruments used in
this research are:
3.5.1 Test (Pre-test and Post-test)
According to Brown (2004:3), test is method to measure a person‟s ability,
knowledge, or performance in a given domain. In this case, the researcher
measured their skill in writing recount text. There were two kinds of tests used in
the study. They were pre-test and post-test.
A pre-test was such kind of test which was carried out before the
researcher giving the treatments. The aim of giving this test was to know and
measure the students‟ basic writing skill before the treatments were given.
Meanwhile, a post-test was such kind of test which was conducted after the
researcher giving the treatments. The purpose of giving this test was to measure
the students‟ skill in writing recount texts after taught using peer review
technique.
3.5.2 Observation Sheet
As stated in Burns (2010:62), observation sheet is used in what is sometimes
called systematic or structured observation. It uses a coding system or checklist
prepared before the lesson begins. The purpose of conducting observation sheet
was to collect the data as many as possible about the whole teaching and learning
42
process which was done by the researcher in the classroom. In this research, the
researcher used four indicators in observation sheet.
3.5.3 Questionnaire
Questionnaire is a number of questions to get information from the respondents.
According to Arikunto (2006: 151), states that a questionnaire is a number of
within question, which are used to gain information from respondents about the
respondents themselves or their knowledge.
The purpose of questionnaire was to know the students‟ opinion towards
the learning process and the use of peer review technique in improving students‟
recount text.
The researcher used closed-ended questionnaire which consists of 10
statements. It was used to find information about the students‟ reflection toward
the learning process by using peer review. The questionnaire that was used was
based on students‟ need, interest, like, and dislike about teaching and learning
process by using peer review. The students were asked to checklist ten questions
by choosing one of four choices:
Strongly Agree Agree Disagree Strongly Disagree
43
3.6 Procedures of Collecting Data
In my research, to get the data, the researcher used three methods for collecting
the data: test, questionnaire, and observation checklist. The explanations of the
three methods can be seen as the following:
3.6.1 Test
The first thing that researcher did before the research was a pre-test section for the
students. In this stage, the students were asked to write a recount text based on the
topic given by the researcher.
Pretest is given before doing the research. First, the researcher came to the
chosen class VIII D and explained to the students what they were going to do. It
was begin by distributing the instrument and asking them to do the pre-test.
Next form of test was post-test. The post-test was conducted after all the
treatments were given. The type of the test was similar with the pre-test, the
students were assigned to write a recount text based on a topic given by the
researcher, but the topic was different from the pre-test section.
3.6.2 Observation Sheet
Observation checklist is used in every meeting. The purpose of observation
checklist is to know the behavior of students‟ in the learning process. .
Observation sheet would be used in both first cycle and second cycle to know the
improvement of students‟ behavior, response, and participation during learning
process with the given treatment.
44
3.6.3 Questionnaire
It is a list of questions, which should be answered by the students to reflect their
conditions at that time. Wallace (1998:124) states that questionnaire is answered
by reading the questions and then ticking responses or writing in short answer. In
my research, the researcher used questionnaire that consists of four choices. The
researcher conducted the questionnaire after all the treatment was done.
3.7 Procedures of Analyzing Data
3.7.1 Analysis of the Tests
After conducting the action research, the researcher analyzed the students‟ works
and gave them score based on the quality of their works. The students‟ test of
writing recount text would be scored using Brown and Bailey‟s scoring technique
which was cited by Brown (2004: 244-245). The scoring technique measures the
organization; content; grammar; punctuation, spelling, and mechanics, and style
and quality of expression with the rate of 1-20 for each aspect.
Table 3.1 Scoring Technique of Writing Skills Based on Brown (2004: 244)
ASPECTS SCORE EXPLANATION
Organization
:Introduction,
body, and
conclusion
20-18 Appropriate title, effective introductory paragraph,
topic is stated, leads to body, transitional expressions
used; arrangement of material shows plan (could be
outlined by the reader); supporting evidence given for
generalizations; conclusion logical and complete.
17-15 Adequate title, introduction, and conclusion; body of
essay is acceptable, but some evidence may be lacking,
some ideas arenot fully developed; sequence is logical
but transactional expression may be absent or misused.
45
14-12 Mediocre or scant introduction or conclusion; problem
with the order of ideas in body; the generalizations
may not be fully supported by the evidence given;
problems of organization interfere.
11-6 Shaky or minimally recognizable introduction;
organization can barely be seen; severe problems with
ordering ideas; lack of supporting evidence; conclusion
weak or illogical; inadequate effort at organization.
5-1 Absence of introduction or conclusion; noapparent
organization of body; severe lack of supporting
evidence;writer has not made any effort to organize the
composition (could not be outlined by reader).
Content 20-18 Easy addresses the assigned topic; the ideas are
concrete and thoroughly developed; no extraneous
material; essay reflectsthought.
17-15 Easy address the issues but misses some points; ideas
could be more fully developed; some extraneous
materials are present.
14-12 Development of ideas not complete or essay is
somewhat offthe topic; paragraphs are not divided
exactly right.
11-6 Ideas complete; essay doesnot reflect careful thinking
or was hurried written; in adequate effort in area of
content.
5-1 Essay is completely inadequate and doesnot reflect
college level work; no apparent effort to consider the
topic carefully.
Grammar 20-18 Native–like fluency in English grammar; correct use of
relative clauses, prepositions, modals, articles, verbs,
and tense sequencing; no fragments or run – on
sentences.
17-15 Advanced proficiency in English grammar; some
grammar problems do not influence communication;
46
although the reader is aware of them; no fragments or
run-on sentences.
14-12 Ideas are getting through to the reader, but grammar
problems are apparent and have a negative effect on
communication; run on sentences and fragments
present.
11-6 Numerous serious grammar problems interfere with
communication of the researchers‟ ideas; grammar
review of some areas clearly needed, difficult to read
sentences
5-1 Severe grammar problems interfere greatly with the
message; reader cannot understand what the researcher
was trying to say; unintelligible sentence structure.
Punctuation,
Spelling, and
Mechanics
20-18 Correct use of English writing convention; left and
right margins, all needed capital, paragraphs intended,
punctuation and spelling; very neat.
17-15 Some problems with writing conventions or
punctuation; occasional spelling errors; left margin
correct; paper is neat and legible.
14-12 Uses general writing convention but has errors;
spelling problems distract reader; punctuation errors
interfere with ideas.
11-6 Serious problems with format of paper; part of essay
not legible; errors in sentence punctuation;
unacceptable to adequate readers.
5-1 Complete disregard for English writing convention;
paper illegible; obvious capitals missing, no margins
and severe spelling problems.
Style and
quality of
expression
20-18 Precise vocabulary usage; use of parallel structures;
concise; register good
17-15 Attempts variety; good vocabulary; not wordy; register
47
OK; style fairly concise.
14-12 Some vocabulary misused; lack awareness off register;
maybe too wordy.
11-6 Poor expression of ideas; problems in vocabulary; lack
variety of structure.
5-1 Inappropriate use of vocabulary; no concepts of
register or sentence variety.
Based on the writing assessment above, there are five components and the highest
score is 20. So the maximum score is 100. Here is to calculate the final score:
Score = = ∑ categories (O + C + G + M + S)
After the scoring was finished, the researcher calculated the mean of the
students‟ achievement with the formula as follow:
The total score
M = x 100
The number of the students
3.7.2 Analysis of the Observation Sheet
The data of the observation were obtained from the English teacher. The
observation checklist used in this study has four indicators. They were students‟
enthusiasm during learning process, students‟ participation in classroom activities,
and students‟ cooperative attitudes during the lesson and students‟ activities in
doing peer review. Then, it was analyzed carefully by counting the students‟
48
behavior in first cycle and second cycle to see whether there was any
improvement of students‟ behavior during the whole research.
Table 3.2 Observation Sheet
No. Students‟
Code
Aspects
A B C D
1. S-01
2. S-02
3. S-03
4. S-04
5. S-05
6. S-06
7. S-07
8. S-08
9. S-09
10. Etc.
Aspects:
A : The students‟ attention to the teacher‟s explanation (focus, making notes)
B : The students‟ active participation during the lesson (asking and
answering questions, giving opinion, etc)
C : The students‟ response toward peer review technique (happy, interested)
D : The students‟ seriousness in writing recount text (write seriously, did the
instructions)
3.7.3 Analysis of Questionnaire
The data of the questionnaires were obtained from the students. Then it was
analyzed carefully by counting the percentage of the students‟ answers in each
item of the questionnaire. From the result of the questionnaire, the students‟
perceptions toward the use of Peer Review in learning writing recount text can be
seen. The questionnaire was written in Bahasa Indonesia to make students
understand well about the statements.
49
Table 3.3 Questionnaire
No. Pernyataan Sangat
Setuju Setuju
Tidak
Setuju
Sangat
Tidak
Setuju
1. Saya menyukai Pelajaran Bahasa Inggris.
2. Saya menyukai pelajaran menulis dalam
Bahasa Inggris (writing)
3. Pembelajaran menulis teks recount di
sekolah saya menyenangkan
4. Saya tertarik dengan teknik peer review
yang peneliti gunakan.
5. Saya menyukai teknik peer review dalam
pembelajaran menulis recount text.
6. Suasana kelas menjadi menyenangkan
setelah diberikan pembelajaran dengan
menggunakan teknik peer review.
7.
Penggunaan teknik peer review dapat
meningkatkan pemahaman bagaimana
cara menulis yang baik.
8.
Penggunaan teknik peer review
membantu saya dalam memperbaiki
penulisan recount text menjadi lebih baik
9. Penggunaan teknik peer review dapat
meningkatkan kemampuan menulis saya.
10.
Teknik ini perlu diterapkan dalam setiap
pembelajaran menulis (writing)
menggunakan Bahasa Inggris.
3.8 Technique of Reporting Data
In this research, all the relevant data from various data streams (tests, observation
sheet, and questionnaire) were collated to provide a collective answer to the
research questions. The results of each instrument are reported qualitatively.
50
3.8.1 Report of the Test Results
The data gathered from the tests were reported statistically and descriptively. It
was statistically reported by comparing the mean of the pre-test, formative test,
and post-test score to measure the improvement of students‟ skill in writing
recount texts. The statistical data were supported by further description
qualitatively.
3.8.2 Report of the Observation Sheet Results
The data gathered from the observation sheet were reported qualitatively
by describing the improvement of students‟ positive behaviour from first cycle
until second cycle. The improvement is stated by numbers which indicated the
total number of students who behaved as the given indicators in each stage of the
research.
3.8.3 Report of the Questionnaire Results
The result of questionnaire was also reported in qualitative way by describing the
students‟ answers in each item of the questionnaire. The reported data were
supported by statistical data which were the percentage of each answer in each
item of the questionnaire.
82
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
The last chapter presents the conclusion of what have been discussed in the
previous chapters and also the suggestions for language learning.
5.1 Conclusions
The first aim in this study is to give information to the researcher that there
was a problem or not in students‟ skill in writing recount text. Students‟ problem
in writing recount text was noticed by the researcher when she gave the pre test in
the first time of this study. The researcher found that most of the students got
difficulties in writing, in terms of organization, content, grammar, punctuation and
style also lack of vocabularies.
Knowing that most of eighth graders in State Junior High School 4 Batang
got difficulties in writing recount text, the researcher then proposed a technique to
improve students‟ skill in writing recount text. The technique proposed by the
researcher was called peer review technique. Peer review is an activity in process
of students‟ writing to responding to each other‟s writing.
Then, this study was to investigate how peer review technique was
implemented. The technique used in every cycle. There was two cycles and each
cycle consisted of two meetings. The students done the peer review technique
based on peer review guidelines and peer review sheet. The last aim of this study
was to investigate the improvement of students‟ skill in writing recount text by
83
using peer review technique at eight grade students of State Junior High School 4
Batang. The students‟ improvement could be seen from the analysis in the test
including pre test, formative test, and post test. The result showed that the
implementation of peer review technique could improve students‟ writing skill,
especially in writing recount text. The students‟ improvement in writing skill is
including some aspects of writing (organization, content, grammar, punctuation
and style). The mean of students‟ score from pre test to formative test improved
from 63.00 to 74.29. The next improvement was showed by the mean of the
student‟s result from formative test to post test, which is 74.29 to 79.50. Both
cycles showed good result and positive progress which indicated that peer review
technique improved students‟ skill in writing recount text at eighth graders
students in SMP N 4 Batang.
In addition, this study also investigated the students‟ learning behavior
during peer review technique was implemented. It could be seen from the
questionnaire. Based on the questionnaire, it showed that the students‟ interest in
learning English improved, peer review technique improved the students‟
motivation in writing recount text, the use of peer review technique helped the
students to improve their skill in writing recount text, students felt many
differences in their writing skill before and after peer review technique had been
implemented, the technique was very important to the students so that they
wanted it to be done continuously. Not only from the questionnaire, but also it
could be seen from the observation sheet. Students‟ learning behavior had been
changed from first cycle and second cycle. The students‟ learning behavior got
84
better and better including their attention, activeness, seriousness and also their
confidence in giving constructive feedback to their partner draft of recount text.
5.2 Suggestions
Referring to the conclusion above, some suggestions are presented as follows.
First, for English teachers, they should be able to improve their technique of
teaching to improve students‟ writing skill. They could use peer review technique
as one of technique to teach writing especially recount text. Furthermore, in
teaching writing, teachers should pay more attention to the students‟ writing
whether they have difficulties in constructing texts or not. They should help them
in solving their problems by giving guidance and solution.
Second, hopefully, the results of this study give valuable experience in
teaching and alternative way for English teachers to teach especially in writing
recount text. The researcher also suggests for future researchers to explore another
studies on peer review as a technique to improve the students‟ skill in writing
recount text and try to apply this technique in different skill. In addition, they
should manage the time very carefully so that the students will not run out of time
when they apply peer review.
85
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Education Australia PTY LTD.
Arikunto, Suharsini. 2006. ProsedurPenelitian. Jakarta: PT Asdi Mahasatya.
Arini. 2012. Using Peer Editing and Revising in Process to Improve the Students‟
Ability in Writing Argumentative Essay. Unpublised thesis, Lambung
Mangkurat University.
Bartels, Nat. 2003. Written Peer Response In L2 Writing. English Teaching
Forum. Germany. 34-37
Belcher, Diane. 2007. Genre and second language writing. United States of
America: The University of Michigan Press.
Best, J. W. 1981. Research in Education. New Jersey: Prentice- Hall Inc.
Boardman, Cynthia A. and Jia Frydenberg. 2002. Writing to Communicate:
Paragraphs and Essays 2nd Edition. White Plains. Pearson Education. Inc
Burns, Anne.. 2003. Collaborative Action Research for English Language
Teachers. Cambridge: Cambridge University Press.
Brown, H. D. 2004. Language Assessment: Principles and Classroom Practices. New
York: Pearson Education.
Celce-murcia, M. 2001.Teaching English as a Second Foreign Language (Third
Edition). USA: Heinle&Heinle.
Edwards and Calderonello. 1986. Roughdraft: The Process of Writing. USA:
Houghton Mifflin Company.
Elliot, J. (1991) Action Research for Educational Change. Buckingham: Open
University Press.
Gerot, L. dan P. Wignell. 1994. Making Sense of Functional Grammar. Sydney:
Gerd Stabler.
Graham, S. and D. Perin. 2007. Writing Next: Effective Strategies to Improve
Writing of Adolescents in Middle and High Schools. New York: Alliance for
Excellent Education.
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Hall, Prentice. 2000. The Reading Teacher‟s Book of Lists. P. 307.
Harmer, Jeremy. 2004. How to Teach Writing. United Kingdom: Longman.
Helmi, Farid. 2012. Improving students‟ skill in writing recount text by using a
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Nunan, David (ed). New York: McGraw-Hill.
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Raimes, A. 1983.Technique in Teaching Writing.New York: Oxford University
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Web Source:
https://thinkquantum.wordpress.com/2009/11/11/recount-text/
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Appendix 3
LESSON PLAN FIRST CYCLE
School Identity : SMP N 4 Batang
Subject : English
Class / Semester : VIII D / II
Time Allotment : 4 x 40 minutes (2 Meetings)
Text Type : Short Functional Text
Standard of Competence: Writing
Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana
berbentuk recount dan narrative untuk berinteraksi dengan lingkungan sekitar.
Basic Competence : Writing
Mengungkap kan makna dan langkah retorika dalam esei pendek sederhana
dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima
untuk berinteraksi dengan lingkungan sekitar berbentuk recount dan narrative
I. OBJECTIVES
In the end of the study, the students are able to:
(1) Identify what is recount text
(2) Understand the generic structures and the organization of recount text
(3) Create a recount text by their own words
II. LEARNING MATERIALS
Recount Text
91
A recount text is speaking or writing about past events or a piece of text
that retells past events, usually in the order which they happened.
recount text has social function, generic structure, and linguistic features that are
as follows:
d. Social function of recount text is to retell events for the purpose of
informing or entertaining.
e. Generic structure:
4) Orientation provides the setting and introduces participants. It tells
who was involved, what happened, where the events took place,
and when it happened.
5) Events tells what happened and in what sequence.
6) Re-orientation consists of optional-closure of events.
f. Linguistic features
6) Focus on specific participants
7) Use of material processes
8) Circumstances of time and place
9) Use of past tense
10) Focus on temporal sequence
Example of Recount text:
My Holiday in Bali
92
When I was 2nd
grade of senior high school, my friends and I went to Bali.
We were there for three days. I had many impressive experiences during the
vacation.
First day, we visited Sanur Beach in the morning. We saw the beautiful
sunrise together. It was great scenery. Then, we checked in to the hotel. After
prepared ourselves, we went to Tanah Lot. We met so many other tourists there.
They were not only domestic but also foreign tourists.
Second day, we enjoyed the day on Tanjung Benoa beach. We played so
many water sports such as banana boat, jet sky, speedboat etc. We also went to
Penyu island to see many unique animals. They were turtles, snakes, and sea
birds. We were very happy. In the afternoon, we went to Kuta Beach to see the
amazing sunset and enjoyed the beautiful wave.
The last day, we spent our time in Sangeh. We could enjoy the green and
shady forest. There were so many monkeys. They were so tame but sometimes
they could be naughty. We could make a close interaction with them. After that,
we went to Sukowati market for shopping. That was my lovely time. I bought
some Bali T-Shirt and souvenirs.
In the evening, we had to check out from the hotel. We went back home
bringing so many amazing memories of Bali.
Language Focus:
a. Gaining vocabulary
b. Simple Past Tense
III. METHOD OF TEACHING AND LEARNING
Lecturing, discussion, peer review.
IV. LEARNING ACTIVITIES
93
Meeting 1
a. Opening
- The teacher greets the students and asks some questions in order to
make the students comfortable with the condition.
- The teacher checks the students‟ attending.
- The teacher informs the learning purposes.
b. Main activities
1. Exploration
- The teacher asks the students about their pre-test.
- The students convey the problems they faced in writing
recount text.
- The teacher gives explanation about recount text, the generic
structure and the use of past tense in writing recount text.
- The teacher gives one example of recount text.
2. Elaboration
- The teacher encourages the students to find the generic
structure and past tense verb in the given recount text.
- The teacher asks the students to make sentences for each word
they found in the text.
- The students share their work in a pair.
- After that, the students are required to write a recount text.
- Teacher explains to the students about peer review technique
and gives example how to do peer review.
- Teacher asks the students to work in pairs of two students and
share their writing.
94
- The teacher gives peer review guidelines and students do peer
review
- The teacher asks the students read and gave comments on their
peer writing.
- The students revised and corrected their writing based on the peer
feedback during do writing activity.
3. Confirmation
- The teacher with the students discuss about the things that are still
unclear.
- The teacher gives the students some exercises.
c. Closing
- The teacher reviews the lesson.
- The teacher gives a question and answer session and comments
about the lesson.
- The teacher gives compliment for what the students have done.
- The teacher says goodbye.
Meeting 2
a. Opening
- The teacher greets the students and asks some questions in order to
make the students comfortable with the condition.
- The teacher checks the students‟ attending.
- The teacher reviews the previous lesson.
b. Main activities
1. Exploration
95
- The students discuss about the previous lesson.
- The teacher and students discuss about precious task.
- The teacher give an example of sentences with some errors and
exercises
2. Elaboration
- Teacher asks the students to do the exercises.
- The teacher asks the students to work in pairs and exchange their
exercises.
- Teacher and the students discuss the result.
3. Confirmation
- The teacher with the students discuss about the things that are
still unclear
- The teacher asks students to do the cycle one test
- The students do the cycle one test.
c. Closing
- The teacher reviews the lesson.
- The teacher gives a question and answer session and comments
about the lesson.
- The teacher gives compliment for what the students have done.
- The teacher says goodbye.
V. SOURCE AND MEDIA OF TEACHING
“power point media, textbook, dictionary, internet
VI. INDICATORS
(1) The students are able define what is recount text
96
(2) The students are able to analyze the organization and the content of
recount text.
(3) The students are able to create a recount text based on the topic given.
VII. EVALUATION
a. Evaluation technique : Writing test
No
Indicator
Evaluation
Technique Type of
Instrument
Example
1.
Make a recount text
based on the topic.
Writing test
Creation
Make a
recount text
based on the
topic!
b. Instrument (in the attachment)
c. Rubric of evaluation
ASPECTS SCORE EXPLANATION
Organization
:Introduction,
body, and
conclusion
20-18 Appropriate title, effective introductory paragraph,
topic is stated, leads to body, transitional expressions
used; arrangement of material shows plan (could be
outlined by the reader); supporting evidence given for
generalizations; conclusion logical and complete.
17-15 Adequate title, introduction, and conclusion; body of
essay is acceptable, but some evidence may be lacking,
some ideas arenot fully developed; sequence is logical
but transactional expression may be absent or misused.
14-12 Mediocre or scant introduction or conclusion; problem
with the order of ideas in body; the generalizations
97
may not be fully supported by the evidence given;
problems of organization interfere.
11-6 Shaky or minimally recognizable introduction;
organization can barely be seen; severe problems with
ordering ideas; lack of supporting evidence; conclusion
weak or illogical; inadequate effort at organization.
5-1 Absence of introduction or conclusion; noapparent
organization of body; severe lack of supporting
evidence;writer has not made any effort to organize the
composition (could not be outlined by reader).
Content 20-18 Easy addresses the assigned topic; the ideas are
concrete and thoroughly developed; no extraneous
material; essay reflectsthought.
17-15 Easy address the issues but misses some points; ideas
could be more fully developed; some extraneous
materials are present.
14-12 Development of ideas not complete or essay is
somewhat offthe topic; paragraphs are not divided
exactly right.
11-6 Ideas complete; essay doesnot reflect careful thinking
or was hurried written; in adequate effort in area of
content.
5-1 Essay is completely inadequate and doesnot reflect
college level work; no apparent effort to consider the
topic carefully.
Grammar 20-18 Native–like fluency in English grammar; correct use of
relative clauses, prepositions, modals, articles, verbs,
and tense sequencing; no fragments or run – on
sentences.
17-15 Advanced proficiency in English grammar; some
grammar problems donot influence communication;
although the reader is aware of them; no fragments or
98
run-on sentences.
14-12 Ideas are getting through to the reader, but grammar
problems are apparent and have a negative effect on
communication; run on sentences and fragments
present.
11-6 Numerous serious grammar problems interfere with
communication of the writers‟ ideas; grammar review
of some areas clearly needed, difficult to read
sentences
5-1 Severe grammar problems interfere greatly with the
message; reader cannot understand what the writer was
trying to say; unintelligible sentence structure.
Punctuation,
Spelling, and
Mechanics
20-18 Correct use of English writing convention; left and
right margins, all needed capital, paragraphs intended,
punctuation and spelling; very neat.
17-15 Some problems with writing conventions or
punctuation; occasional spelling errors; left margin
correct; paper is neat and legible.
14-12 Uses general writing convention but has errors;
spelling problems distract reader; punctuation errors
interfere with ideas.
11-6 Serious problems with format of paper; part of essay
not legible; errors in sentence punctuation;
unacceptable to adequate readers.
5-1 Complete disregard for English writing convention;
paper illegible; obvious capitals missing, no margins
and severe spelling problems.
Style and
quality of
expression
20-18 Precise vocabulary usage; use of parallel structures;
concise; register good
17-15 Attempts variety; good vocabulary; not wordy; register
OK; style fairly concise.
99
14-12 Some vocabulary misused; lack awareness off register;
maybe too wordy.
11-6 Poor expression of ideas; problems in vocabulary; lack
variety of structure.
5-1 Inappropriate use of vocabulary; no concepts of
register or sentence variety.
Score = = ∑ categories (O + C + G + M + S)
Total Score = 100
Batang, Maret 2015
English Teacher The Researcher
Samai, S.Pd. Candra Arifiana
100
Appendix 4
LESSON PLAN SECOND CYCLE
School Identity : SMP N 4 Batang
Subject : English
Class / Semester : VIII D / II
Time Allotment : 4 x 40 minutes (2 meetings)
Text Type : Short Functional Text
Standard of Competence: Writing
Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana
berbentuk recount dan narrative untuk berinteraksi dengan lingkungan sekitar.
Basic Competence : Writing
Mengungkap kan makna dan langkah retorika dalam esei pendek sederhana
dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima
untuk berinteraksi dengan lingkungan sekitar berbentuk recount dan narrative
VIII. OBJECTIVES
In the end of the study, the students are able to:
(4) Identify what is recount text
(5) Understand the generic structures and the organization of recount text
(6) Create a recount text by their own words
IX. LEARNING MATERIALS
Example of Recount Text
101
A Beautiful Day at Jogja
Last week, my friends and I went to Jogja. We visited many places.
First, we visited Parang tritis beach. The sun shone brightly and the scenery
was very beautiful there. We felt the wind blew across to us. We also saw a lot of
people in that beach. There werw many birds flew in the sky. Also, there were
many sellers who sold many kinds of souvenirs. Second, we visited Gembira Loka
Zoo. We saw many kinds of animals there such as monkeys, tigers, crocodiles,
snakes, etc. We looked around in that Zoo, and also took pictures of those
animals. Then, we felt hungry, so we went to a restaurant. As soon as we finished
our lunc, we decided to go home.
For me, that was a beautiful day. we really enjoyed it, and I hope I could
visit Jogja again.
X. METHOD OF TEACHING AND LEARNING
Lecturing, discussion, peer review.
XI. LEARNING ACTIVITIES
Meeting 1
d. Opening
- The teacher greets the students and asks some questions in order to
make the students comfortable with the condition.
- The teacher checks the students‟ attending.
102
- The teacher informs the learning purposes.
e. Main activities
1. Exploration
- The teacher asks to the students about previous lesson and cycle
one test.
- The teacher asks to the students if there are any difficulties.
- The teacher explains more about past tense
- The teacher gives some exercises to the students.
- The students work in pair to do the exercises.
2. Elaboration
- The students discuss the exercises.
- Teacher gives an example of recount text.
- After that, the students are required to do peer review of their first
cycle test.
- Teacher asks the students to work in pairs of two students and share
their writing.
- The teacher gives peer review checklist and students do peer
review
- The teacher asks the students read and gave comments on their peer
writing.
- The students revised and corrected their writing based on the peer
feedback during do writing activity.
103
3. Confirmation
- The teacher with the students discuss about the things that are
still unclear.
- The teacher gives the students assignment.
f. Closing
- The teacher reviews the lesson.
- The teacher gives a question and answer session and comments
about the lesson.
- The teacher gives compliment for what the students have done.
- The teacher says goodbye.
Meeting 2
d. Opening
- The teacher greets the students and asks some questions in order to
make the students comfortable with the condition.
- The teacher checks the students‟ attending.
- The teacher reviews the previous lesson.
e. Main activities
1. Elaboration
- The teacher asks the students about previous lesson.
- The students discuss the previous task.
- Teacher asks the students if there are any difficulties about
recount text and peer review technique.
104
2. Exploration
- The teacher together with the students discusses the recount
text and vocabularies, grammar, punctuation, generic structure
and language features of it.
- The teacher asks questions related to the students‟ holiday.
- The students answer the questions.
- The teacher asks some students to retell their activities in
recent holiday.
3. Confirmation
- The teacher with the students discuss about the things that are
still unclear.
- The teacher gives the posttest. The students are asked to write
a recount text with the theme “My Holiday”.
- The students answer the given questionnaire.
f. Closing
- The teacher reviews the lesson.
- The teacher gives a question and answer session and comments
about the lesson.
- The teacher gives compliment for what the students have done.
- The teacher says goodbye.
XII. SOURCE AND MEDIA OF TEACHING
“Pictorical story” media, textbook, dictionary, internet
XIII. INDICATORS
(4) The students are able define what is recount text
105
(5) The students are able to analyze the organization and the use of past
tense
(6) The students are able to create a recount text based on the topic given.
XIV. EVALUATION
d. Evaluation technique : Writing test
No
Indicator
Evaluation
Technique Type of
Instrument
Example
1.
Make a recount text
based on the topic.
Writing test
Creation
Make a
recount text
based on the
topic!
e. Instrument (in the attachment)
f. Rubric of evaluation
ASPECTS SCORE EXPLANATION
Organization
:Introduction,
body, and
conclusion
20-18 Appropriate title, effective introductory paragraph,
topic is stated, leads to body, transitional expressions
used; arrangement of material shows plan (could be
outlined by the reader); supporting evidence given for
generalizations; conclusion logical and complete.
17-15 Adequate title, introduction, and conclusion; body of
essay is acceptable, but some evidence may be lacking,
some ideas arenot fully developed; sequence is logical
but transactional expression may be absent or misused.
14-12 Mediocre or scant introduction or conclusion; problem
with the order of ideas in body; the generalizations
106
may not be fully supported by the evidence given;
problems of organization interfere.
11-6 Shaky or minimally recognizable introduction;
organization can barely be seen; severe problems with
ordering ideas; lack of supporting evidence; conclusion
weak or illogical; inadequate effort at organization.
5-1 Absence of introduction or conclusion; noapparent
organization of body; severe lack of supporting
evidence;writer has not made any effort to organize the
composition (could not be outlined by reader).
Content 20-18 Easy addresses the assigned topic; the ideas are
concrete and thoroughly developed; no extraneous
material; essay reflectsthought.
17-15 Easy address the issues but misses some points; ideas
could be more fully developed; some extraneous
materials are present.
14-12 Development of ideas not complete or essay is
somewhat offthe topic; paragraphs are not divided
exactly right.
11-6 Ideas complete; essay doesnot reflect careful thinking
or was hurried written; in adequate effort in area of
content.
5-1 Essay is completely inadequate and doesnot reflect
college level work; no apparent effort to consider the
topic carefully.
Grammar 20-18 Native–like fluency in English grammar; correct use of
relative clauses, prepositions, modals, articles, verbs,
and tense sequencing; no fragments or run – on
sentences.
17-15 Advanced proficiency in English grammar; some
grammar problems donot influence communication;
although the reader is aware of them; no fragments or
107
run-on sentences.
14-12 Ideas are getting through to the reader, but grammar
problems are apparent and have a negative effect on
communication; run on sentences and fragments
present.
11-6 Numerous serious grammar problems interfere with
communication of the writers‟ ideas; grammar review
of some areas clearly needed, difficult to read
sentences
5-1 Severe grammar problems interfere greatly with the
message; reader cannot understand what the writer was
trying to say; unintelligible sentence structure.
Punctuation,
Spelling, and
Mechanics
20-18 Correct use of English writing convention; left and
right margins, all needed capital, paragraphs intended,
punctuation and spelling; very neat.
17-15 Some problems with writing conventions or
punctuation; occasional spelling errors; left margin
correct; paper is neat and legible.
14-12 Uses general writing convention but has errors;
spelling problems distract reader; punctuation errors
interfere with ideas.
11-6 Serious problems with format of paper; part of essay
not legible; errors in sentence punctuation;
unacceptable to adequate readers.
5-1 Complete disregard for English writing convention;
paper illegible; obvious capitals missing, no margins
and severe spelling problems.
Style and
quality of
expression
20-18 Precise vocabulary usage; use of parallel structures;
concise; register good
17-15 Attempts variety; good vocabulary; not wordy; register
OK; style fairly concise.
108
14-12 Some vocabulary misused; lack awareness off register;
maybe too wordy.
11-6 Poor expression of ideas; problems in vocabulary; lack
variety of structure.
5-1 Inappropriate use of vocabulary; no concepts of
register or sentence variety.
g. Score = = ∑ categories (O + C + G + M + S)
h. Total Score = 100
Batang, Maret 2015
English Teacher The Researcher
Samai, S.Pd. Candra Arifiana
109
Appendix 5
The Evaluation Rubric
ASPECTS SCORE EXPLANATION
Organization
:Introduction,
body, and
conclusion
20-18 Appropriate title, effective introductory paragraph,
topic is stated, leads to body, transitional expressions
used; arrangement of material shows plan (could be
outlined by the reader); supporting evidence given for
generalizations; conclusion logical and complete.
17-15 Adequate title, introduction, and conclusion; body of
essay is acceptable, but some evidence may be lacking,
some ideas arenot fully developed; sequence is logical
but transactional expression may be absent or misused.
14-12 Mediocre or scant introduction or conclusion; problem
with the order of ideas in body; the generalizations
may not be fully supported by the evidence given;
problems of organization interfere.
11-6 Shaky or minimally recognizable introduction;
organization can barely be seen; severe problems with
ordering ideas; lack of supporting evidence; conclusion
weak or illogical; inadequate effort at organization.
5-1 Absence of introduction or conclusion; noapparent
organization of body; severe lack of supporting
evidence;writer has not made any effort to organize the
composition (could not be outlined by reader).
Content 20-18 Easy addresses the assigned topic; the ideas are
concrete and thoroughly developed; no extraneous
material; essay reflectsthought.
17-15 Easy address the issues but misses some points; ideas
could be more fully developed; some extraneous
materials are present.
110
14-12 Development of ideas not complete or essay is
somewhat offthe topic; paragraphs are not divided
exactly right.
11-6 Ideas complete; essay doesnot reflect careful thinking
or was hurried written; in adequate effort in area of
content.
5-1 Essay is completely inadequate and doesnot reflect
college level work; no apparent effort to consider the
topic carefully.
Grammar 20-18 Native–like fluency in English grammar; correct use of
relative clauses, prepositions, modals, articles, verbs,
and tense sequencing; no fragments or run – on
sentences.
17-15 Advanced proficiency in English grammar; some
grammar problems donot influence communication;
although the reader is aware of them; no fragments or
run-on sentences.
14-12 Ideas are getting through to the reader, but grammar
problems are apparent and have a negative effect on
communication; run on sentences and fragments
present.
11-6 Numerous serious grammar problems interfere with
communication of the writers‟ ideas; grammar review
of some areas clearly needed, difficult to read
sentences
5-1 Severe grammar problems interfere greatly with the
message; reader cannot understand what the writer was
trying to say; unintelligible sentence structure.
Punctuation,
Spelling, and
Mechanics
20-18 Correct use of English writing convention; left and
right margins, all needed capital, paragraphs intended,
punctuation and spelling; very neat.
17-15 Some problems with writing conventions or
punctuation; occasional spelling errors; left margin
111
correct; paper is neat and legible.
14-12 Uses general writing convention but has errors;
spelling problems distract reader; punctuation errors
interfere with ideas.
11-6 Serious problems with format of paper; part of essay
not legible; errors in sentence punctuation;
unacceptable to adequate readers.
5-1 Complete disregard for English writing convention;
paper illegible; obvious capitals missing, no margins
and severe spelling problems.
Style and
quality of
expression
20-18 Precise vocabulary usage; use of parallel structures;
concise; register good
17-15 Attempts variety; good vocabulary; not wordy; register
OK; style fairly concise.
14-12 Some vocabulary misused; lack awareness off register;
maybe too wordy.
11-6 Poor expression of ideas; problems in vocabulary; lack
variety of structure.
5-1 Inappropriate use of vocabulary; no concepts of
register or sentence variety.
112
Appendix 6
PEER REVIEW GUIDELINES
Items to be assessed Guideline
1. Text Organization
a. Does the writer choose an appropriate title?
b. Does the text have complete structures?
(Orientation, sequent of events, and re-
orientation)
c. Does the text present clear ideas (topic
sentences) and have supporting sentences?
If not, give your suggestions
If not, what should it be?
If not, what should it be?
2. Content
a. Do you understand the story?
b. Does the recount text have 5W+1H questions?
(What, Where, When, Who, Why, and How)
c. Does the writer use enough sequential words
(first, next, them, after that, finally, etc)?
If not, what should it be?
If not, give your suggestions
where he or she should put
sequential work.
3. Grammar
Has he/she used the correct tenses (verb) in
his/her recount text?
If not, mention the mistakes
and correct them.
4. Punctuation and Spelling
a. Has he/she written the text with the correct
punctuation? (Capital letter, comma, full stop,
etc.)
b. Has he/she written the text with the correct
spelling?
If not, correct the
punctuation.
If not, correct the spelling.
5. Style and Quality of expression
Has he/she used the appropriate and correct
vocabularies?
If not, give comments and
suggestions.
113
Appendix 7
PEER REVIEW SHEET Writer‟s name :
Reviewer‟s name :
Instructions: First, read your partner‟s draft. Then, provide valuable feedback
about what you read based on peer review guidelines. Your purpose is to provide
an honest and helpful feedback and to suggest ways to make his/her writing better.
Items to be assessed Peer Reviewer’s Comments and Suggestions
1. Organization
2. Content
3. Grammar
4. Punctuation and
Spelling
5. Style and quality
of expression
114
Appendix 8
OBSERVATION SHEET
School : SMP N 4 Batang
Class : VIII D
Subject : English
Fill the indicators columns with check mark (√) based on the students‟
behavior during the teaching learning process.
No. Students‟
Code
Aspects
A B C D
1. S-01
2. S-02
3. S-03
4. S-04
5. S-05
6. S-06
7. S-07
8. S-08
9. S-09
10. S-10
11. S-11
12. S-12
13. S-13
14. S-14
15. S-15
16. S-16
17. S-17
18. S-18
19. S-19
20. S-20
21. S-21
22. S-22
23. S-23
24. S-24
25. S-25
26. S-26
27. S-27
28. S-28
29. S-29
30. S-30
31. S-31
32. S-32
33. S-33
115
34. S-34
35. S-35
36. S-36
37. S-37
38. S-38
Total
Aspects:
A : The students‟ attention to the teacher‟s explanation (focus, making notes)
B : The students‟ active participation during the lesson (asking and
answering questions, giving opinion, etc)
C : The students‟ response toward peer review technique (happy, interested)
D : The students‟ seriousness in writing recount text (write seriously, did the
instructions)
116
Appendix 9
INSTRUMENT OF PRE TEST
School : SMP N 4 Batang
Class / Semester : VIII D / 2
Subject : English (Recount Text)
Instruction:
1. Make a recount text based on a theme “Unforgettable Moment”.
2. You have 40 minutes to do the test.
3. Your result will be scored based on the following criteria:
a. Organization
b. Content
c. Grammar
d. Punctuation
e. Style and quality of expression
4. Do it individually.
GOOD LUCK!!!
117
Appendix 10
INSTRUMENT OF FORMATIVE TEST
School : SMP N 4 Batang
Class / Semester : VIII D / 2
Subject : English (Recount Text)
Instruction:
1. Make a recount text based on a theme “Study Tour”.
2. You have 40 minutes to do the test.
3. Your result will be scored based on the following criteria:
a. Organization
b. Content
c. Grammar
d. Punctuation
e. Style and quality of expression
4. Do it individually.
GOOD LUCK!!!
118
Appendix 11
INSTRUMENT OF POST TEST
School : SMP N 4 Batang
Class / Semester : VIII D / 2
Subject : English (Recount Text)
Instruction:
5. Make a recount text based on a theme “My Holiday”.
6. You have 40 minutes to do the test.
7. Your result will be scored based on the following criteria:
f. Organization
g. Content
h. Grammar
i. Punctuation
j. Style and quality of expression
8. Do it individually.
GOOD LUCK!!!
119
Appendix 12
KUESIONER
Name/ Student‟ Code :
Class :
Subject :
Pilihlah jawaban dengan memberikan tanda centang () pada kolom Sangat
Setuju, Setuju, Tidak Setuju, atau Sangat Tidak Setuju sesuai dengan pendapat
Anda sendiri.
No. Pernyataan Sangat
Setuju Setuju
Tidak
Setuju
Sangat
Tidak
Setuju
1. Saya menyukai Pelajaran Bahasa Inggris.
2. Saya menyukai pelajaran menulis dalam
Bahasa Inggris (writing)
3. Pembelajaran menulis teks recount di
sekolah saya menyenangkan
4. Saya tertarik dengan teknik peer review
yang peneliti gunakan.
5. Saya menyukai teknik peer review dalam
pembelajaran menulis recount text.
6. Suasana kelas menjadi menyenangkan
setelah diberikan pembelajaran dengan
menggunakan teknik peer review.
7.
Penggunaan teknik peer review dapat
meningkatkan pemahaman bagaimana
cara menulis yang baik.
8.
Penggunaan teknik peer review
membantu saya dalam memperbaiki
penulisan recount text menjadi lebih baik
9. Penggunaan teknik peer review dapat
meningkatkan kemampuan menulis saya.
10.
Teknik ini perlu diterapkan dalam setiap
pembelajaran menulis (writing)
menggunakan Bahasa Inggris.
120
Appendix 13
STUDENTS’ ATTENDANCE LIST
School : SMP N 4 Batang
Class : VIII D
No. Students‟
Code
Pre-Test Cycle 1 Cycle 2
March
23th
2015
March
28th
2015
March
30th
2015
April
04th
2013
April
11th
2013
1. S-01
2. S-02
3. S-03
4. S-04
5. S-05
6. S-06
7. S-07
8. S-08
9. S-09
10. S-10
11. S-11
12. S-12
13. S-13
14. S-14
15. S-15
16. S-16
17. S-17
18. S-18
19. S-19
20. S-20
21. S-21
22. S-22
23. S-23
24. S-24
25. S-25
26. S-26
27. S-27
28. S-28
29. S-29
30. S-30
31. S-31
32. S-32
33. S-33
34. S-34
122
Appendix 14
The Result of the Students’ Writing in the Pre-test
No. Students‟
Code
The Component of Writing Scoring Score
O C G P S
1 S.1 14 14 14 12 12 66
2 S.2 16 14 14 14 14 72
3 S.3 12 15 12 10 12 61
4 S.4 14 12 14 16 16 72
5 S.5 12 14 12 14 12 64
6 S.6 14 12 12 14 14 66
7 S.7 16 14 12 14 14 70
8 S.8 10 10 8 10 12 50
9 S.9 10 10 8 10 10 48
10 S.10 14 10 10 10 16 60
11 S.11 14 12 10 12 10 58
12 S.12 15 12 12 14 11 64
13 S.13 16 12 12 14 12 66
14 S.14 16 16 14 14 16 76
15 S.15 15 13 8 10 12 58
16 S.16 14 12 8 10 10 54
17 S.17 9 6 6 6 7 34
18 S.18 16 12 14 10 10 62
19 S.19 14 12 10 11 12 59
20 S.20 14 12 10 12 12 60
21 S.21 14 12 10 12 12 60
22 S.22 16 12 10 15 12 65
23 S.23 14 12 12 14 15 67
24 S.24 14 12 8 12 12 58
25 S.25 15 12 12 12 12 63
26 S.26 14 10 15 12 10 62
27 S.27 12 12 8 10 10 52
28 S.28 16 16 12 14 14 72
29 S.29 12 12 8 12 12 56
30 S.30 16 14 14 14 14 72
31 S.31 14 14 14 16 16 74
32 S.32 12 14 12 14 10 62
33 S.33 15 15 12 14 12 68
34 S.34 15 12 8 12 8 55
123
35 S.35 16 16 12 15 16 75
36 S.36 15 16 16 14 15 76
37 S.37 16 16 14 16 15 77
38 S.38 14 12 12 12 10 60
Total 535 483 429 477 469 2394
Average 14.08 12.71 11.29 12.55 12.34 63.00
124
Appendix 15
The Result of the Students’ Writing Test in First Cycle
No. Students‟
Code
The Component of Writing Scoring Score
O C G P S
1 S.1 16 14 15 15 15 75
2 S.2 16 15 15 14 15 75
3 S.3 12 14 12 14 12 64
4 S.4 18 18 15 14 15 80
5 S.5 15 15 15 15 16 76
6 S.6 17 14 15 15 16 77
7 S.7 16 17 15 15 15 78
8 S.8 15 14 13 13 15 70
9 S.9 14 10 10 10 16 60
10 S.10 16 15 12 15 14 72
11 S.11 16 15 15 14 16 76
12 S.12 17 15 14 15 14 75
13 S.13 16 15 16 16 15 78
14 S.14 17 16 15 16 16 80
15 S.15 16 17 15 15 15 78
16 S.16 15 15 12 14 12 68
17 S.17 14 12 8 10 10 54
18 S.18 16 16 15 14 14 75
19 S.19 18 16 14 16 12 76
20 S.20 14 12 12 14 15 67
21 S.21 16 16 14 15 14 75
22 S.22 17 16 16 15 16 80
23 S.23 16 15 15 15 15 76
24 S.24 15 12 12 12 12 63
25 S.25 17 15 15 14 14 75
26 S.26 16 17 14 12 16 75
27 S.27 16 15 15 12 14 72
28 S.28 18 18 16 16 16 84
29 S.29 17 18 15 15 15 80
30 S.30 16 14 14 14 14 72
31 S.31 16 15 16 15 16 78
32 S.32 16 15 15 15 15 76
33 S.33 17 16 16 15 15 79
34 S.34 15 12 10 14 12 63
125
35 S.35 18 17 15 17 16 83
36 S.36 16 18 17 16 16 83
37 S.37 16 16 15 17 16 80
38 S.38 17 16 12 14 16 75
Total 609 576 535 547 556 2823
Average 16.03 15.16 14.08 14.39 14.63 74.29
126
Appendix 16
The Result of the Students’ Writing Test in Second Cycle
No. Students‟
Code
The Component of Writing Scoring Score
O C G P S
1 S.1 15 15 15 15 16 76
2 S.2 16 16 16 15 15 78
3 S.3 16 15 15 15 15 76
4 S.4 18 17 16 15 15 81
5 S.5 16 15 16 16 16 79
6 S.6 17 16 15 16 16 80
7 S.7 17 17 16 15 15 80
8 S.8 16 15 15 15 15 76
9 S.9 15 15 15 15 15 75
10 S.10 16 15 14 15 15 75
11 S.11 16 15 16 16 15 78
12 S.12 17 15 14 15 16 77
13 S.13 16 16 16 16 15 79
14 S.14 18 17 17 17 18 87
15 S.15 18 17 15 16 15 81
16 S.16 16 16 15 15 15 77
17 S.17 16 15 15 14 15 75
18 S.18 17 16 15 16 15 79
19 S.19 16 17 15 15 15 78
20 S.20 16 15 14 14 16 75
21 S.21 17 16 16 15 15 79
22 S.22 18 17 17 17 16 85
23 S.23 17 16 16 15 16 80
24 S.24 16 14 15 15 15 75
25 S.25 17 16 15 14 15 77
26 S.26 16 16 16 15 16 78
27 S.27 16 15 15 15 16 77
28 S.28 18 17 17 17 17 86
29 S.29 17 18 17 16 16 84
30 S.30 17 16 16 16 15 80
31 S.31 16 15 15 15 18 79
32 S.32 18 17 16 16 16 83
33 S.33 17 17 17 16 16 83
34 S.34 15 15 15 15 15 75
127
35 S.35 18 17 17 17 16 85
36 S.36 17 18 17 17 17 86
37 S.37 18 18 18 17 18 89
38 S.38 17 16 15 15 15 78
Total 633 609 595 589 596 3021
Average 16.66 16.03 15.66 15.50 15.68 79.50
128
Appendix 17
OBSERVATION SHEET IN FIRST CYCLE
School : SMP N 4 Batang
Class : VIII D
Subject : English
Fill the indicators columns with check mark (√) based on the students‟
behavior during the teaching learning process.
No. Students‟
Code
Aspects
A B C D
1. S-01
2. S-02
3. S-03
4. S-04
5. S-05
6. S-06
7. S-07
8. S-08
9. S-09
10. S-10
11. S-11
12. S-12
13. S-13
14. S-14
15. S-15
16. S-16
17. S-17
18. S-18
19. S-19
20. S-20
21. S-21
22. S-22
23. S-23
24. S-24
25. S-25
26. S-26
27. S-27
28. S-28
29. S-29
30. S-30
31. S-31
32. S-32
33. S-33
129
34. S-34
35. S-35
36. S-36
37. S-37
38. S-38
Total 25 24 27 25
Aspects:
A : The students‟ attention to the teacher‟s explanation (focus, making notes)
B : The students‟ active participation during the lesson (asking and
answering questions, giving opinion, etc)
C : The students‟ response toward peer review technique (happy, interested)
D : The students‟ seriousness in writing recount text (write seriously, did the
instructions)
130
Appendix 18
OBSERVATION SHEET IN SECOND CYCLE
School : SMP N 4 Batang
Class : VIII D
Subject : English
Fill the indicators columns with check mark (√) based on the students‟
behavior during the teaching learning process.
No. Students‟
Code
Aspects
A B C D
1. S-01
2. S-02
3. S-03
4. S-04
5. S-05
6. S-06
7. S-07
8. S-08
9. S-09
10. S-10
11. S-11
12. S-12
13. S-13
14. S-14
15. S-15
16. S-16
17. S-17
18. S-18
19. S-19
20. S-20
21. S-21
22. S-22
23. S-23
24. S-24
25. S-25
26. S-26
27. S-27
28. S-28
29. S-29
30. S-30
31. S-31
32. S-32
33. S-33
131
34. S-34
35. S-35
36. S-36
37. S-37
38. S-38
Total 34 28 30 33
Aspects:
A : The students‟ attention to the teacher‟s explanation (focus, making notes)
B : The students‟ active participation during the lesson (asking and
answering questions, giving opinion, etc)
C : The students‟ response toward peer review technique (happy, interested)
D : The students‟ seriousness in writing recount text (write seriously, did the
instructions)
132
Appendix 19
RESULT OF QUESTIONNAIRE
No. Pernyataan Sangat
Setuju Setuju
Tidak
Setuju
Sangat
Tidak
Setuju
1. Saya menyukai Pelajaran Bahasa Inggris. 9
24%
27
71%
2
5%
0
2. Saya menyukai pelajaran menulis dalam
Bahasa Inggris (writing)
8
21%
26
68%
4
11%
0
3. Pembelajaran bahasa Inggris di sekolah
saya menyenangkan.
9
24%
25
65%
4
11%
0
4. Saya tertarik dengan teknik peer review
yang peneliti gunakan.
16
42%
22
58%
0 0
5. Saya menyukai teknik peer review dalam
pembelajaran menulis recount text.
16
42%
22
58%
0 0
6. Suasana kelas menjadi menyenangkan
setelah diberikan pembelajaran dengan
menggunakan teknik peer review.
14
37%
24
63%
0 0
7.
Penggunaan teknik peer review dapat
meningkatkan pemahaman bagaimana
cara menulis yang baik.
20
53%
18
47%
0 0
8.
Penggunaan teknik peer review
membantu saya dalam memperbaiki
penulisan recount text menjadi lebih baik
17
45%
21
55%
0 0
9. Penggunaan teknik peer review dapat
meningkatkan kemampuan menulis saya.
13
35%
25
65%
0 0
10.
Teknik ini perlu diterapkan dalam setiap
pembelajaran menulis (writing)
menggunakan Bahasa Inggris.
10
26%
28
74%
0 0